Twenty-seven studies pertaining to the use of selfmonitoring for behavior management purposes in special education classrooms were examined. The studies were described in detail questions regarding the reactivity of self-monitoring were posited, and implications for classroom instruction were delineated. It was found that self-monitoring can be successfully used with special education students of various ages in various settings to increase (a) attention to task, (b) positive classroom behaviors, and (c) some social skills. It can also be successfully used to decrease inappropriate classroom behavior. Self-monitoring apparently has the additional benefit of enhancing the likelihood that positive classroom behaviors will generalize to other settings. Self-monitoring techniques are easy to teach and have great promise as a behavior management strategy. However, new information regarding whether selfmonitoring is true self-management or self-regulation was not found in this review. It is recommended that further research be conducted to examine whether selfmonitoring works better than teacher-monitoring to control student behavior and to determine whether internal or external contingencies account for the reactivity effects.

This review assessed the efficacy of interpersonal problemsolving training in educational settings with children and youth with learning and behavior problems. Only studies with a clear metacognitive component were included. For each of the nine studies meeting selection criteria, descriptive summaries of the training were given. Findings indicate that although researchers were successful in demonstrating cognitive gains as a result of interpersonal problem-solving training, they were much less successful in demonstrating that cognitive gains were (a) subsequently applied to actual behavior or (b) generalized to other social behavior. Such findings call into question the basic premise of this literature-that interpersonal problem-solving training mediates social behavior and generalizes to other behaviors and settings. Based on the literature to date, recommendations for researchers and practitioners are offered.

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A number of studies have established that behavior is a potent determinant of teacher expectations. Clarification of specific behaviors that influence teacher attitudes becomes increasingly important as special educators attempt to reintegrate emotionally disturbed students into regular classrooms. The current study is a survey of regular classroom teachers' attitudes toward 7 clusters of behavior based on the federal definition of emotional disturbance and typically exhibited by students in the classroom. Subjects, 139 firstthrough sixth-grade teachers, were asked to read a vignette of a hypothetical emotionally disturbed student and then respond to an attitudinal survey, an adaptation of the Learning Handicapped Integration Inventory (Watson & Hewett, 1976).Results indicated that behaviors were differentially disturbing: Teachers responded most negatively toward students characterized as aggressive and least negatively toward students characterized as avoiding their peers. A secondary finding was that regardless of the behavioral vignette they read, teachers responded with more concern for the mainstreamed student, less concern for the other students, and the least concern for themselves. The discussion relates current findings to literature on aggressive classroom behavior. Future research on the factor structure of disturbed behavior is recommended.The literature is replete with studies demonstrating that naturally occurring student characteristics often trigger probabilistic expectations or bias in teachers. While some studies have merely established the existence of bias, a number have shown that classroom interactions are affected by teacher expectancy. The major characteristics shown to have engendered negative teacher attitudes or differential teacher interactions are race (Coates

Triaging patients into and away from preoperative assessment clinics remains a challenge. Anaesthesia Preoperative Assessment Tool (APAT) is a web application that delivers an online 22 question survey to patients at home, and uses an artificially intelligent algorithm to stratify patient risk and identify the need for non routine preoperative investigation and intervention. We assess APATs accuracy and patient acceptability in this prospective observational study. Patients were recruited at preoperative assessment clinic, where they were assessed by a consultant anaesthetist. Anaesthetist (ASA) grade, need for nonstandard investigation and intervention were recorded (gold standard). Patients were invited to complete an APAT assessment on their PC or smartphone at home, and the results of both assessments compared. 22 patients completed conventional clinical assessment by consultant anaesthetist and online assessment by APAT. APAT score correlates with clinicians ASA grade (rτ=0.6075, p=0.0008). APAT predicts patient risk group (misclassification rate of 0%, Area Under the Curve (AUC)=0.9825). APAT predicts the need for additional investigation (AUC=0.8077) and preoperative intervention (AUC=0.7193). Online assessment was acceptable to 92% of patients. Our findings support the hypothesis that APAT accurately predicts patients perioperative risk and predicts the need for investigation and intervention. Further studies are needed to confirm that APAT may be used to identify ASA 1 and 2 patients who could safely bypass preoperative assessment clinic.