Assertions that television (Sesame Street in particular) produces hyperactivity, impulsivity, disorganized behavior, and shortened attention spans in pre-school children were investigated. No evidence was found that rapid television pacing has an immediate negative impact on behavior of preschool children. (Author/STS)

Investigates the effects on young male students of differing social backgrounds and varying levels of intelligence, of seeing a peer misbehave. Notes that working class boys imitated the misbehaving model significantly more than middle-class boys. Level of intelligence was not found to relate to the amount a student imitated a misbehaving peer.…

Emerging approaches for dealing with inappropriate behaviors of the disabled involve conducting a functional or structural behavior analysis to isolate the factors responsible for the aberrant behavior and implementing corrective procedures (often alternatives to punishment) relevant to the function of the inappropriate behavior. (Author/DB)

The developmental significance of unresponsive or uncooperative behavior of children in standardized developmental assessments made during the preschool years was investigated. Untestable children were significantly lower than testable children on a wide range of abilities at all ages from 12 through 72 months. (PCB)

A survey of 500 admissions to a chemical dependency treatment program for adolescents found that 30 percent had been victims of physical and/or sexual abuse. There was a higher incidence of acting out behavior, runaways, legal involvement, and sexual promiscuity within the abused group. (Author/DB)

Assessed the psychosocial impact of the Acquired Immune Deficiency Syndrome (AIDS) epidemic on the lives of homosexual men (N=301) who had not been diagnosed with AIDS or AIDS Related Complex (ARC). Found subjects reported increasing frequency of no-risk sexual activities and decreased frequency of possible risk and high-risk activities. (ABL)

Describes a comprehensive behavior management system that provides a professional base for school programs and long-term teaching efforts to produce responsible citizens. Schools can help change society's discipline-punishment philosophy by establishing appropriate administrative structure and training goals stressing openness, honesty, sincerity,…

Maladaptive behavior of 474 persons from a residential facility for mentally retarded individuals was investigated. Multiple regression analysis revealed that maladaptive behaviors were related to sex, social age, chronological age, resident's time spent on outside activities, number of residents per direct-care staff member, presence of sensory…

Radical criminology has not incorporated a fully developed psychological conception of the individual into their schemes of analyses, concentrating, instead, upon structural determinants and contradictions. As an alternative, an integrated framework, providing a multivariable theory of behavior which considers both subjective and objective…

Responses by 43 teachers and 200 junior high school students to the 55 common problems listed on the Disturbing Behavior Checklist 1 are compared. Rank orderings of the two groups' ratings of the disturbingness of behaviors show moderate agreement. (Author)

Subsequent to participation in a cognitively based moral reasoning development program adolescents identified by teachers as aggressive and/or disruptive demonstrated advance in moral reasoning stage and improvement on several behavioral indexes, including behavior referrals, tardiness, academic performance, and police/court contacts. Follow-up…

Examined the combined influence of child characteristics and parent characteristics on parental perceptions. Results revealed a significant interaction, indicating that the combination of high maternal depression with high levels of child noncompliant behavior was associated with more perceived child maladjustment. (Author/BL)

A severely mentally retarded 9-year-old boy with a history of inappropriate classroom behaviors was videotaped in his classroom under normal cool white fluorescent and full spectrum florescent lighting. Inappropriate behaviors were considerably less frequent under full spectrum fluorescent lighting. (Author/CL)

Preservice and student teachers (N=180) read and judged of classroom interventions. Results revealed that interventions differed markedly in their acceptability and that amount of teacher time, severity of behavior problem, and type of intervention were salient dimensions for consideration. (Author/CL)