Teachers of the learning disabled (LD) and mainstream teachers can incorporate preventive cuing practices into existing classroom management procedures to stop disruptive behavior before it starts. They can encourage LD students to accept responsibility for self-management and can maximize cooperation, minimize conflict, and promote positive…

Through self-management training, students learn to take control of their actions and make appropriate decisions. Four self-management strategies for enhancing mildly handicapped adolescents' job are self-instruction, self-questioning, self-monitoring, and self-reinforcement. (CB)

The article compares three levels systems (with levels representing stages toward self-management) for elementary, junior and senior high, and residential programs serving behaviorally disordered students. Levels systems offer structure within which various individualized treatments are implemented. A step-by-step procedure for developing a levels…

John White argues that autonomy is an essential ingredient in anyone's well-being. He holds that for educators to attempt to develop a pupil's autonomy is not an arbitrary imposition in the same way as inculcating a Catholic or Communist way of life would be. Flaws in his argument are discussed. (RM)

White defends his position that educating a pupil for autonomy, where she is left with the option of autonomously choosing to become nonautonomous, is not an arbitrary imposition in the same way as inculcating a Catholic or Communist or Muslim way of life would be. (RM)

Investigated time conceptualizations and delay of gratification capacities of 64 6- to 10-year-olds identified as impulsive or reflective according to performance on Kagan's Matching Familiar Figures Test. They were administered a maintenance of delay of gratification task, a time concept questionnaire, and several measures of temporal perspective…

This article reviews critically the published behavioral approaches for the reduction of nonconfrontive stealing behavior in school-aged children. Treatment approaches discussed in this paper include aversive and positive contingency management, parent-training, self-control, as well as other interventions aimed at prevention of stealing in…

The study examined the extent to which cognitive self-control processes and relaxation techniques could be therapeutically applied to chronic anger problems. The cognitive treatment was implemented by self-instruction procedures. The cognitive coping procedures involved the use of self-statements for the management of anger and cognitive…

The primary purpose of this study was to compare the relative effectiveness of a self-control program that emphasized modification of external environmental-eliciting cues for eating behavior with an induced affect program that was aimed at decreasing eating behavior as a response to emotional states. Results are discussed. (Author)

Describes the extinction of demanding behaviors of a nine-year-old boy by placing responsibility for behavioral reinforcement directly under his own control. The therapist assumed that the behavioral pattern of the paranoid personality is characterized by an overdependence upon environmental reinforcers and therefore used the self-management…

Two dimensions of cognitive impulsivity, accuracy and latency, were assessed in fourth graders by the Matching Familiar Figures Test (MFF) and were related to teachers' ratings of adjustment and peers' sociometric preferences. MFF accuracy entered into a greater number of significant relationships than did MFF latency. (Author)

This issue of "Residential Group Care Quarterly" contains the following articles: (1) "Achieving Better Outcomes for Children and Families: Reducing the Use of Restraint and Seclusion" (Katherine Johnson); (2) "STAR Project Outcomes" (Nancy Campbell); (3) "The Devereux Glenholme School" (Mary Guilfoile); (4) "Lessons Learned in the Reduction of…

In this report, the authors aim to review and advance knowledge of systematic ways of classifying thinking skills. They concentrate on taxonomies and theory-based frameworks, in the belief that studying and using them will promote better understanding of how people think and learn at the age of 16 or above. Their overarching interest is in how…

This paper provides a framework for thinking about origami construction and constructivism. In an attempt to understand the conceptual and theoretical framework supporting the field of inclusive teaching strategies in relationship to origami, I have prepared a model for origami which represents six types of constructive learning: (1) Hands-on…