Presents suggestions to help school nurses intervene on behalf of students who demonstrate signs of Pervasive Developmental Disorders (PDD) and other autism-related syndromes. The paper describes autism and Asperger's syndrome and discusses how to help students with PDD. Two sidebars present PDD subtypes and signs and symptoms of Asperger's…

This article focuses on several approaches for schools to use of improve school climate, in part to prevent violence or at least to improve student behavioral conflicts, including: parent and community involvement, character education, violence-prevention and conflict-resolution curricula, peer mediation, and bullying prevention. (Contains…

A clay therapy program, tested and evaluated with children (mostly with emotional or behavioral disorders) across seven settings, is described. Affective goals of the program, required materials and equipment, and lesson plan topics are briefly considered. (DB)

The fourth in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on medication treatment. Guidelines cover strategies of medication management, when to include a medication in the initial treatment plan, and reasons for long-term medication…

The fifth in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on selection of medications. Guidelines cover selection of medications for psychiatric disorders, selection of medications for target symptoms, and preferred medications within different…

Discussion of school violence compares possible causes of the school shootings in Colorado and Georgia with a prior analysis of possible causes of school shootings. Characteristics of these violent perpetrators are discussed as a possible guide to help identify these seemingly "invisible kids." Identification options include warning…

The paper outlines guidelines for developing policy on use of nontraditional educational interventions (such as timeout, aversive stimulation, biofeedback, behavior modification, relaxation therapy, and group meetings) with behavior disordered students. A model policy statement on the use of isolation rooms is presented. Such a statement should…

Presents activities for students with or without behavior disorders that promote active learning of language arts skills, including creative thinking, writing, listing, and oral presentation. Activities begin with a lunch bag, can be adapted across grade or skill levels, and used from independent to large-group work arrangements. (Author/CR)

Describes Project DESTINY, a federally funded support program for families with middle school students with emotional and behavioral disabilities in New Hampshire. The development of the program, the involvement of school staff and students, positive outcomes of the program, and tips for enhancing family involvement in schools are discussed. (CR)

This article introduces the use of nonaversive behavior management with persons exhibiting undesirable behaviors. Definitions are suggested and three fundamental elements are explained: (1) a nonaversive set of procedures; (2) social validation criteria emphasizing personal dignity; and (3) the prohibition or restriction of certain aversive or…

Discusses the nature and extent of problem of prenatal drug exposure. Expresses concern about the increase in number of women of childbearing age testing positive for drug use. Explains the social, cognitive, behavioral, and motor deficiencies resulting from such drug exposure and consequent issues and recommendations for early childhood…

This article discusses strategies and procedures for promoting maintenance and generalization of student behavior changes resulting from interventions based on functional behavioral assessment. Strategies include self-management techniques, cognitive mediation, self-advocacy training, use of peers, booster training, environmental modifications,…

Successful transitioning and reintegrating students from alternative programs requires staff to (a) operate from an effective model that includes all stakeholders as participants, (b) follow guidelines that structure the process prior to, during, and at the follow-up stages, and (c) designate staff with responsibility for coordination and…

This paper proposes a process and format for making decisions concerning placement of students with emotional and behavior disorders. A sequential approach in the decision making process is urged, focusing on the student's progress to date, appropriate programs, and protection against a specialized setting becoming the permanent placement. The…

This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief…