Behavior support in schools is increasingly viewed as a three-tier prevention effort in which universal interventions are used for primary prevention, targeted interventions are used for secondary prevention, and intensive interventions are used for tertiary prevention. A growing body of research has demonstrated the effectiveness of targeted interventions in decreasing the frequency of problem behaviors. The Check In—Check Out Program (CICO) is becoming a recognized targeted intervention. The present study examines if there is a functional relation between the implementation of CICO and a reduction in problem behaviors. Results indicate that implementation of CICO with four elementary school—age boys was functionally related to a reduction in problem behavior. Clinical and conceptual implications of these results, methodological limitations, and future research directions are reviewed.

This article describes details of inclusion of students with severe disabilities using an extended example of one high school drama class. Based on research conducted in eight schools by a team of four researchers, the article describes three inclusion outcomes for both disabled and nondisabled students (curriculum infusion, social inclusion, and learning inclusion). It then describes how the drama teacher and the special education teacher provided teaching support, prosthetic support, and interpretive support to one disabled student by developing both collaborative and consultive relationships with each other.

SCIENCE teachers of to-day have the twofold task of instructing the specialist and creating in the average citizen an interest in the scope and methods of modern science. The vast majority of their pupils falls within the latter category and the object of this study was to help teachers to understand which factors are associated with interest in science and whether there are any factors which tend t o be associated with indifference towards science. Specific aspects of this problem have received attention throughout the century, but it is only during the last decade that researches such as those of Terman (1) and Lovell and White (2) have shown a trend towards global investigations concerning the relationships of the interests of individuals to as many of the elements of their psychological and sociological environments as it seemed reasonable to postulate. In the main, however, these were not concerned with school children, but with students and adults. Nevertheless, recent studies of the influence of such external factors as the museum (see Brooks andvernon, (3), suggest that the field of influence which either stimulates or aborts the growth of interest of children in science is probably enormously wide. The main part of the study to be described concerned itself with the statistical relationships between interest in science and each of forty-seven variables representing factors in school and home. The selection of the latter was made by combing the literature to collect evidence on any factors which had been found to be associated with interest and also by considering possibilities such as attitudes of pupils and teachers to each other, parental attitudes and peer relationships which arose out of the general trend of psychological findings of the present time.The sample of testees consisted of 150 pupils from a large co-educational bilateral school on the fringe of East London, in an area containing both urban and semi-rural districts. The sample contained roughly equal numbers of first and third year pupils, of boys and girls, and also roughly half the representatives of each age group were from the technical (selected) stream and the rest from the modern (unselected) stream. It was thought to be reasonably representative of pupils from English secondary schools except that it was biased towards the lower middle and middle classes and was deficient in children of working class origin.The objective method of measuring interest through ' information tests ', used by Peel and his fellow workers5 was not considered useful in this experiment because it requires the use of ordinary words or homonyms which do not have established stereotyped definitions, and these would have been difficult t o find in connection with interest in school science. Instead, use was made of subjective interest tests scored by absolute summation without reference to norms outside the group. These took the form of presenting the testees with statements and instructions such as ' I Give four votes to those which are most like what you woul...

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