Reviews the psychological literature pertaining to identification and relates it to the teaching situation. (FL)

Compared the Minnesota Multiphasic Personality Inventory with and without the K correction for hit rate across patient (N=400) and nonpatient (N=200) groups. Results showed a total hit rate of 80.2 percent for the K correction and 78.3 percent for no K correction. (LLL)

The nature and value of behavior modification depends, crucially, on what assumptions one makes about human nature and the explanation of human behavior. It is very easy for a teacher practicing behavior modification to assume unquestioningly a deterministic view of human nature. (RM)

A community-based day treatment program for adjudicated youth is described. Participants report improved school attendance and fewer incidences of running away, acting out, talking back, and other problems. (BL)

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)

Negative reinforcement plus edibles and praise produced about 90 percent correct responding for four severely retarded/autistic children (six to eight years old), while edibles and praise alone were much less effective. Use of negative reinforcement with noncompliant or difficult- to-motivate behaviorally disordered children appeared to be an…

A computer-based interactive system for diagnosing academic and school behavior problems is described. Elements include criterion-referenced testing, an instructional management system, and a behavior evaluation tool developed by the author. (JW)

Three examples of children (five to nine years old) with acting-out behaviors are cited to illustrate the author's contention that such behavior is indicative of specific developmental levels of social and emotional functioning. The need for intervention appropriate to the developmental level is asserted. (CL)

When professionals learn of unethical professional practice by a colleague, they have an ethical obligation to intervene through appropriate evaluation and reporting. Sexual activity between a professional and a client is used as an example, and guidelines are provided for initial approach and evaluation, confidentiality, and the rationale for and…

A total of 30 third- and fourth-grade students, ages 8 to 10 years, were observed systematically over two school days to examine the nature of instruction and academic responding time for students at varying levels of teacher-perceived behavioral competence. Findings concerned the relationship between responding times and achievement. (Author/CI)

Following a description of the stages of impulse management, the article reviews curricular implications for interventions based on the students' needs at each stage. (CL)

Differentiates between punishment and discipline. Personal interaction styles, the environment, schedules, and personal expectations are discussed as having an effect on children's behavior. Recommends that techniques rely on problem-solving skills in helping children become self-disciplined. (AS)

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…

Information from nine New Zealand secondary schools about suspension for disruptive behavior in 1980 and 1981 showed that boys and girls were suspended with similar frequency, though for different reasons. Further study showed that suspended pupils were in poor health, came from multiply disadvantaged families, and had serious reading problems.…

A half-day structured learning program for high school students unable to function adequately in mainstream settings is described. Key ingredients include a weekly student-staff meeting, goal setting and goal checking, behavioral checklists, group counseling in the form of a Human Relations course, and academic modifications. (JW)