The authors in this book outline a new definition and treatment of behaviorally disordered children and adolescents. The emphasis throughout is on the development of the principles and treatment procedures that will allow the reader to apply the strategies necessary to teach behaviorally disordered students to learn to control their own social and academic behavior in the school setting. Treatment is largely based on a self-management and social-skills training model--a model which has gained increasing support and attention in the last decade. Self-management and social skills function best when they are gradually and successfully practiced under specifically controlled conditions. Under these conditions, students learn to appreciate their teachers and their teachers' efforts to help them learn to help themselves. They demonstrate improved academic proficiency, social competence, and enhanced self-esteem. For teachers, counselors, administrators, school and child psychologists, behavior analysts, and other mental health professionals.

Designed primarily for teachers and school psychologists, this text reviews the literature on behavioral processes used in school-specific techniques like contracting, self-management, and token economies. Much of the material applies to mainstream classrooms and activities, but there are also chapters dealing with hyperactivity, aggression, withdrawal, depression, and suicide. Studies of such specimen populations as autistic, delinquent, or retarded children are also cited. The authors' stated intent is to provide a balanced mix of theory and methods, so that skills can be developed with confidence in the underlying knowledge base. The heavy emphasis on research, however, makes it a valuable guide to the theoretical study of behavioral science. Readings: A Journal of Mental Health Reviews, Commentary Written for educators and school psychologists who regularly deal with children, this book provides detailed information about the procedures teachers have successfully used to obtain positive outcomes in their classrooms. The authors base their discussion on the growing body of experimental research conducted in the classroom designed to identify techniques that encourage productive, happy, caring, healthful, and skillful behavior from students. The procedures they represent are backed by solid scientific data and have achieved proven results in real world settings. The authors also provide a thorough grounding in the behavioral principles that underlie the procedures. They demonstrate the ways in which these principles, which have been formulated as a result of basic laboratory research, can be effectively applied to behavioral techniques in the classroom to better the lives of both students and teachers.