Describes specific parallels between rational emotive behavior therapy and humanism. Places specific emphasis on the application of these principles with children and adolescents. Concepts are illustrated with case studies and a description of the similarities between rational emotive and humanistic, or affective, education. Highlights emotional…

Tips for working with students who have attention deficit hyperactivity disorder include putting them in charge of something, providing structure, giving feedback, using logical consequences for unwanted behavior, being patient, teaching in novel ways, helping them with their gear, pairing them with another student, allowing blow-out time, and…

This article reviews research describing assessment-based antecedent interventions implemented in natural settings. Descriptive information is provided along a number of dimensions pertaining to participant characteristics (n=42), assessment utilized, and intervention attributes. Results indicate the most common interventions targeted aggression,…

An adolescent with developmental disabilities who used a wheelchair was anecdotally observed to display little aggressive behavior when being pushed, but higher rates when movement was terminated. A functional analysis confirmed the elevated aggression and the child was taught to request movement through appropriate means. Aggression decreased…

Single-subject multiple probe designs were employed in two studies with 5 young adults who had mental retardation and mental illness. After learning visual arts activity skills in Study 1 and personally expressive behaviors in Study 2, participants displayed improvement in behaviors associated with mental illness and increases in expressive…

A review of 41 studies on behavioral interventions for children with autism (ages 0-8) found aggression, tantrums, self-injury, and stereotypy were behaviors most targeted. Results also indicate interventions should be developed based on a thorough analysis of biological, antecedent, and consequence events that control them. Behavioral support…

A study examined the effectiveness of a supplemental early literacy program for 7 first-graders at-risk for antisocial behavior who were unresponsive to a school-wide intervention. Despite initial variability in decoding skills and problem behaviors, all students made growth in word attack skills and demonstrated lower levels of disruptive…

Information on family context was used to individualized behavioral support plans designed to support family use of functional communication training (FCT) for three children (ages 3-5) with autism. Results indicate problem behavior decreased and functional communication increased when FCT was introduced into family routines selected for training.…

The historical development of special education in Germany is summarized. Four cognitive teaching methods for special education are described: cognitive behavior modification with a focus on problem solving and metacognition, intelligence training based on inductive thinking, application of Piagetian concepts, and dynamic testing. (Author/JDD)

Surveys current research on causes and treatment of autism. Identifies features of autism and outlines causal theories and related treatments. Analyzes problems with the different approaches to causes of autism. Suggests the multiplicity of approaches implies lack of success in any one area. Contends behavior modification provides best results and…

Reviews 12 books in group work published in 1989. Includes treatments for both growth and remediation groups, representing diverse target audiences and a variety of approaches. (Author)

Evaluation of treatment acceptability was conducted with 78 staff members at a community-based residential facility for youth with severe behavior disorders and mental retardation, where the institutional treatment philosophy was explicitly behavioral. Unlike a previous study, in this setting acceptability ratings were not influenced by severity…

The Mainstream Assistance Teams Project in elementary and middle schools involves prereferral intervention embedded within a larger process of teacher consultation to better accommodate difficult-to-teach pupils in regular classrooms. Project interventions are prescriptive, student directed, and designed to transfer to additional school settings.…

Three seriously emotionally disturbed children were trained in techniques for self-evaluation for demonstrating appropriate behavior. Student use of those techniques in the classroom indicates generalization to that environment did occur. (MSE)

Organizational culture is difficult to change, but the norms that exist are the easiest elements to identify and change. Even if changing the norms is not desirable, it is essential to understand and articulate them. A change in cultural norms is communicated through new expectations, different language, and new behaviors. (MSE)