Self instructional training resulted in significant improvement in attention and accuracy rate for seven distractible students (9-15 years old). The approach, which featured modeling, prompting, and use of self-verbalizations to guide behavior, was more effective in attention improvement than strategy training. (CL)

Analysis of scores of 469 third to sixth graders on the Children's Tolerance Scale yielded significant grade level differences with older children generally the most tolerant. The more outer-directed behaviors were rated as most disturbing. (CL)

A retrospective follow-up investigated 70 behaviorally disordered youths and identified factors associated with successful completion of comprehensive residential and day treatment programs. Results suggest that attendance, day or residential status, and prior adjudication were related to treatment outcomes. For a subset of 34 Ss, measures of…

Analyzed with the Flesch formula for reading ease and interest were 29 textbooks on education of children with behavioral disorders and/or emotional disturbance. Reading levels were surprisingly low. Great disparity was found in the topics treated by the various authors. (Author/CL)

The study examined effects of tutoring lower functioning students on 12 behaviorally disordered students tutors (third through fifth grades). Although anecdotal reports strongly favored tutoring, all objective measures (i.e., absences, disciplinary referrals, achievement test performance, behavior rating scales) failed to indicate behavior change…

A comparison of students on a standardized behavioral checklist and follow-up observations examined underidentification of behavioral disorders in preschoolers attending licensed daycare settings. (Author/CL)

Forty-three mainstreamed behaviorally disordered (BD) students were lower than nonhandicapped controls in regular classroom sociometric status on the Ohio Social Acceptance Scale. BD Ss were as well known as their peers and rated fellow BD Ss in the same classes higher than handicapped raters. (CL)

The author affirms the benefit of appropriate special education programing for behaviorally disordered students, particularly those with accompanying academic achievement problems, but cautions that problems with roots in other environments than the school may be best addressed by non-school agencies. (CL)

Two groups of 12 preservice teachers--special education and elementary/early (elementary education) childhood groups--revealed similar tolerances toward students labeled as having behavior problems. Although both groups rated students labeled behaviorally disordered negatively, the bias was more pronounced in the elementary education group. (CL)

Behavior rating scale data on the adjustment problems of 146 behaviorally disordered elementary school boys were factor-analyzed. Five factors of adjustment problems were identified: Aggression-Disruption, Social Incompetence, Social Maladjustment, Attention Disorder, and Anxiety-Inferiority. The relation of these five factors to those identified…

Results of questionnaires completed by 178 teachers of behaviorally disordered students indicated that a variety of student verbal and physical aggressive behaviors are commonly manifested in settings for behaviorally disordered students. A diversity of coping strategies are utilized by responding teachers; however, a narrower range of…

The history of the educateur in France, Canada, and the United States is discussed along with the role of the educateur of behaviorally disordered youth. Three unique features of the educateur model are outlined: (1) time spent with clients, (2) quality of interactions, and (3) function as a team member within the child service agency. (Author/CL)

The author examines two topics which he suggests challenge the foundation of work in behavior disorders in the 1980s: (1) the new political ethos that exerts pressure not to identify children with deviant behaviors; and (2) the need for a new psychology in the field that takes into account previously neglected cultural issues and images.…

Adolescent boys and girls, identified as either behaviorally disordered (N=166) or normal (N=183), were rated by teachers on the Behavior Problem Checklist (BPC), with such results as significant differences for pupil category, BPC dimension, and category by dimension interaction, but no significant differences for sex. (MC)

Three behaviorally disordered mainstreamed 10- to 12-year-old students were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. All three subjects were able to modify the amount of teacher help they received in the regular classroom.…