Research and research needs on the peer relationships of hyperactive children are reviewed. Among topics studied are negative perceptions by peers and disruptive classroom behavior. Topics which need to be addressed include effects of age, sex, and cognitive deficits on relations. (CL)

The case of a disruptive 10-year-old is cited to illustrate the effectiveness of a positive approach. Noted are the need for some children to be helped to cope in unstructured situations and the value of avoiding confrontation and keeping accurate records. (CL)

Significantly more positive first impressions were formed about nonreferred than referred children and about minority, particularly minority-referred children, than nonminority-referred children. There were no relationships between positivity of initial impressions or likeability of referred children and adjustment status at referral or…

The unit for disruptive children at Hungerford is run on behavior therapy principles. The director of the unit, David Lane, outlines the program objectives at Hungerford. (Author/RK)

Research on child and adolescent conduct problems has proliferated over the past 15 years, resulting in an extensive array of risk factors, processes, and targets for intervention. To capitalize fully on this extensive research base and contribute effectively to public mental health, the field now needs to take stock of what is known about child…

This study was undertaken to determine the relative risk of violence among students attending Hawaii schools with higher proportions of children of Department of Defense (DOD) personnel. Approximately 12% of the total public school enrollment of nearly 190,000 students is DOD connected. Forty-eight schools (8 high schools, 8 intermediates, and 32…

This paper attempts to describe a year long program with minority group students characterized as unruly, aggressive, rebellious and withdrawn. The purpose of the program was to accentuate worthy behavior without losing their own cultural background, reduce defensiveness, and develop positive attitudes toward the school and community. (Author)

A description of a mediational model to explain the effectiveness of desensitization and a discussion of the available corroborative research findings for this alternative explanation are given. Also, specific procedural modifications for systematic desensitization are suggested. (Author)

Describes some of the problems involved in managerial behavior and what can be done to aid the manager in his behavior towards others. (AN)

The author discusses factors in stealing and their application to the classroom. (BY)

Results of this study provided indirect support for Marshall's (1965) Hypothesis with regard to the informational versus motivational properties of punishment (punishment of specific responses has discriminative or informative value, whereas punishment applied to the situation may have primary motivational value). (Author)

The author questions whether some children really want to be hit or whether they are in fact looking for attention. (MM)

Concludes that there are few qualitative differences between normal and psychiatrically ill childre, though they differ in the severity of symptomatology. (Author/WY)