The publication presents five articles dealing with research and methodology for teachers of behaviorally disordered children. In the first paper, R. Gable et al. describe "A Classroom-based Curriculum Validation Process for Teaching the Behaviorally Disordered," which focuses on static and dynamic evaluation of curricular materials. E. Anderson follows with "A.M. Club," in which she documents positive outcomes of a systematic program of running with behaviorally impaired junior high students. In "Paradoxical Interventions: Strategies for the Resistant Adolescent," D. Simon and A. Vetter-Zemitzsch review four paradoxical interventions: symptom prescription, restraining, outpositioning, and reframing. L. Morrow and S. Morrow describe a study of the effectiveness of a cognitive behavior management technique with a multiply-handicapped 12-year-old in "Use of Verbal Mediation Procedure to Reduce Talking-Out Behaviors." In the final paper, K. Phillips provides practical suggestions for "Parents as Partners: Developing Parent Support Groups." (CL)