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A step-by-step approach to managing your challenging students! An effective classroom management plan will help teachers engage most of their students, but every classroom has one or two students with more challenging behavioural issues that often require a significant amount of an educator's time. This jargon-free, easy-to-read book guides teachers through the process of helping these students become positive, contributing learners. Based on sound psychological principles and more than 10 years of empirical evidence, this resource provides general and special education teachers with an eight-step plan for responding to challenging behaviours, including: - Giving simple instructions - Using appropriate warnings - Handling tantrums - Creating behavioural contracts - Managing transitions - Preventing disruptions - Improving behaviour outside the classroom - Developing effective homework routines Filled with suggestions for adapting each of the steps and practical examples that illustrate potential problems that may arise during the interventions, 8 Steps to Classroom Management Success offers a coherent system for creating a positive learning environment for all students.

Based on sound psychological principles, this easy-to-read, jargon-free resource provides a systematic approach to helping students who have significant behavioral issues become positive, contributing learners.

Objective: We studied the evolution of lower respiratory symptoms at 1 month (initial) and 19 months (follow-up) after the collapse of the World Trade Center on September 11, 2001 (9/11). Methods: A total of 1588 New York police officers completed initial self-administered questionnaires. The level of 9/11 exposure and pre-9/11 health was available in 1373. Of those, 471 (426 with no pre-9/11 chronic respiratory disease) completed a follow-up telephone survey. Results: Prevalence of cough was 43.5% at both initial and follow-up assessments, but increased were the prevalence of phlegm (14.4% to 30.7%, P < 0.001), shortness of breath (18.9% to 43.6%, P < 0.001), and wheeze (13.1% to 25.9%, P < 0.001). Rates of delayed-onset (present on follow-up assessment only) cough, phlegm, shortness of breath, and wheeze were 21%, 21.9%, 31.7%, and 17.3%, respectively. Conclusions: Most of the lower respiratory symptoms increased between 1 month and 19 months after 9/11.

In the United States, pediatricians prescribe the majority of medications used to treat children with psychological disorders, such as ADHD. However, because pediatricians have limited background in psychology or psychiatry, opportunities exist for properly trained clinical child psychologists to assist pediatricians in assessing and treating youngsters with psychological disorders. Psychologists with additional training in psychopharmacology can make even greater contributions by helping pediatricians select and monitor appropriate medications. This paper reviews models of consultation that are especially relevant to psychologists who seek to expand their practice by consulting with pediatricians. Consultant-centered models seem most appropriate in private practice settings, but institutionally employed psychologists have opportunities to also utilize some system-centered approaches. Examples of methods in which pediatric clinical psychologists and child psychologists with psychopharmacology training can assist pediatricians in treating a child with ADHD are discussed.

The relationship between locus of control, gender orientation, & occupational status is examined in a sample of white males & females (N = 69) affiliated with 2 professional buildings & a hotel in NJ. Respondents were divided in two groups -- according to leadership (self-employed or management positions) or nonsupervisory status -- & completed the Bem Sex-Role Inventory, Rotter Internal-External Control Scale, & an informational questionnaire. Results of analyses of variance indicate that respondents in leadership positions achieve higher androgyny & internal locus of control scores (particularly if they are female) than do those in nonsupervisory positions. Androgynous managers may be more effective in that they are able to draw on both their instrumental & expressive skills. Several explanations for these findings are offered, with emphasis on the crucial role of motivation. 2 Tables, 61 References. K. Hyatt