This study examined the effectiveness of the LEAST Approach to Discipline with junior high school teachers having behaviorally disordered pupils in their classes. The sample consisted of twenty junior high school teachers who were paired on the basis of quantity and problem severity of behaviorally disordered pupils in their classes. Each matched pair was split and randomly assigned to the experimental and control group. Treatment consisted of eight hours of training in the LEAST approach. Subsequently, each experimental teacher was observed in class and given feedback regarding his application of the LEAST approach. The control group received no treatment. Following treatment, a two-month data collection period ensued. During this time data was collected for both groups on seven dependent variables. Specifically these were (1) teacher deviancy management skills, (2) pupil perception of the classroom environment, (3) pupil compliance, (4) office referrals, (5) teacher-parent conferences, (6) pupil absences and (7) non completed assignments.

This study examined the effectiveness of the Human Resource Development model of classroom social skills with intermediate elementary learning disabled children. A pretest posttest control group design was employed. The sample consisted of 40 fourth-, fifth-, and sixth-grade LD pupils who scored in the bottom fourth of their classes in peer acceptance. The subjects were randomly assigned to the treatment or control group. Treatment consisted of six daily one hour training sessions covering the five skills of physically attending, psychologically attending, greeting, making polite requests and complying with requests. Subjects met in groups of six to eight in lieu of learning assistance and were instructed through methods including modeling, demonstration, role playing, didactic instruction, feedback and self-monitoring. The control group received no treatment but went to learning assistance as usual.