This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes. Traditional school approaches to coping with students who are at risk and antisocial are reviewed, and the following major topics are addressed: (a) A case is made that schools can play a central, coordinating role in collaboration with families and social service agencies in addressing the challenging problems presented by antisocial students; (b) a generic intervention approach is suggested that involves reducing risk factors for antisocial behavior and enhancing protective factors; (c) a three-level approach to organizing specific interventions for achieving prevention goals and outcomes is described; and (d) recommended interventions or approaches are suggested for each prevention level (i.e., primary, secondary, tertiary). The article concludes with a discussion of some factors associated with a revised mission for schools in this domain and how these factors may impair or enhance the necessary changes required to achieve this goal.

37 mainstreamed educable mentally retarded (EMR) children in Grades 3, 4, and 5 were randomly assigned to a control group or to an experimental treatment given during regular class activities for the purpose of improving their social status among nonretarded classmates. On the average, Ss were 8–20 mo older than their normal classmates. Each experimental S worked in a small cooperative group with 4–6 nonretarded classmates on highly structured, manipulative tasks using multimedia materials. The treatment was provided in 2 cycles which lasted a total of 8 wks. Sociometric tests were given before and after treatment to pupils in classes with experimental and control EMR Ss. By 2–4 wks following completion of treatment, nonretarded Ss' social acceptance of their experimental peers improved significantly more than that of control Ss. (17 ref)

The assumption that pupil programing team members drawn from the spectrum of the school staffing hierarchy will agree on the goals of the team or will be fully knowledgeable about the team's legally assigned responsibilities is examined. Over 60% of the teams surveyed had less than a three-fourths majority of their members who recognized the team's responsibility to make specific decisions. Furthermore, the MANOVA for role differences was significant for overall recognition of these responsibilities ( p < .0001). More administrators and support personnel recognize team responsibilities than do instructional personnel. The authors consider administrative remedies.

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In view of the chronic shortage of qualified special education teachers and the pauciij, of data on the sources of supply of entering teachers, this research provides such data from a national probability sample of 46,599 public-school teachers from the 1990-91 Schools and Staffing Survey. The analysis focused on two main teaching fields (special and general education) and five main sources of supply of public school teachers (first-time teachers who recently graduated, first-time teachers who delayed entry to the teaching profession, reentering experienced teachers, teachers migrating from private to public schools, and public school teachers continuing from the prior year). Results showed significantly, greater annual inflow of entering teachers in special education (8.5%) than in general education (5.9%). The main source of entering public teachers in 1990-91 was the reserve pool (68% in special education; 69% in general education), composed of (a) delayed entry first-time teachers and (b) reentering experienced teachers. The other sources of entering public teachers were first-time teachers who recently graduated from college (24% in both special and general education), and migrant teachers from private schools (8% in special education; 7% in general education). Although special and general education were more similar than dissimilar in their respective sources of supply of teachers, these two fields differed somewhat in the following respects: (a) there was a greater percentage demand in special education for teachers to fill open positions, and (b) special education filled a higher percentage of open positions with reentering eaperienced teachers Implications for teacher shortage, recruitment, and teacher education are discussed