The effects of a social skill training program on sociometric position, and on the quality, frequency, and distribution of social interaction to peers were assessed with four socially isolated children from a third grade class (n=22). (Author/SBH)

Review seeks to clarify issues of definition and assessment for school psychologists facing task of operationalizing and measuring social maladjustment exclusion in federal definition of serious emotional disturbance. For school psychologists in states with exclusion for social maladjustment, proactive recommendations are offered, emphasizing…

This program was designed to supplement the New York City tax levy educational program provided for 2128 underachieving socially maladjusted, emotionally disturbed students in grades three through twelve. Most of the students were enrolled in 16 special day schools for the socially maladjusted and emotionally disturbed. The remaining students were…

This report is an evaluation of a New York City School District educational project funded under Title I of the Elementary and Secondary Education Act of 1965. The program was designed to serve 1,640 children attending special day schools, psychiatric hospitals, and day and residential treatment centers for the socially maladjusted and emotionally…

The paper provides an analysis of state definitions and eligibility criteria for special educational services for emotionally disturbed children. Policy definitions were researched in state statutes, regulations, and annual program plans. State definitions were compared with the definition in P.L. 94-142, the Education for All Handicapped Children…

The effectiveness of a therapeutic motor development program in increasing the social adjustment and peer acceptance of seven socially isolated fifth grade children was investigated using a single subject experimental design. The program was based on the games analysis model which allows movement games to be designed for individual motoric,…

Characteristics of 32 children who claimed to be bullied were examined and compared to a control group. Teachers and a psychologist rated the Ss on three aspects: physical characteristics (size and weight for age, attractiveness, physical robustness, appropriateness of dress, odd mannerisms or physical handicaps); personal and psychological…

To fabricate a technology for teaching young school children with serious behavior problems, classroom materials, curriculum format, and teaching procedures were developed, and problems that evolve from the technology investigated. Two classrooms were architecturally designed to provide the basic needs of a special classroom and to facilitate…

Presented are nine papers given at a New Zealand symposium on the prevention and treatment of delinquent/antisocial behavior in children and adolescents. Major theories such as the cultural deviance theory are noted in the introduction by D.R. Mitchell. J. E. Ritchie defines delinquency as law breaking, critiques delinquency research, and offers a…

Examines the workings of a children's residential treatment environment in order to gain new insight into residential treatment in general. Areas studied include: children's responses to crowding or to isolation; use of open areas; personalization of life space; spatial territoriality; and environmental accommodation. (BF)

The National Longitudinal Transition Study (NLTS) provided the first national pictureof the lives of youth with disabilities in their high school years and in their transition to early adulthood. NLTS analyses from the early 1990s showed tremendous variation across disability categories in the experiences and achievements of youth, yet the…

Students who are mentally ill, emotionally disturbed, or socially maladjusted often do not receive needed educational or community services. This article discusses incidence rates for these troubled students, describes the special needs of troubled adolescents, presents a proposal for the creation of "Boards for Children in Trouble," and…

Described is a psychoeducational model for developing social contract between teachers and acting out children which uses an alternative behavior to teach social competence in the classroom. (LS)