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This study investigated four personality traits and their relationship to early adolescent substance use. Sixty high school freshman were administered the Minnesota Multiphasic Personality Inventory-Adolescent and the Substance Abuse Subtle Screening Inventory in a group setting. Anger, anxiety, cynicism, and social discomfort were hypothesized to be related to adolescent substance use, in that substance use becomes a coping mechanism for dealing with the pain of these variables in young adolescents who are lacking healthy coping mechanisms for stressful situations. Statistical procedures included two multiple regressions and a Pearsons correlation to look for remaining relationships. It was found that anger and anxiety are related to and predict substance use in adolescents. Social discomfort was not related to substance use, but was related to cynicism. Cynicism was related to substance use, yet not as strongly as anger and anxiety, and did not predict substance use in adolescents.

If a school is valued, it will inspire pride of ownership among students, staff, and community members. A sustainable campus beautification effort can be a source of inspiration. The purpose of this study was to determine if campus beautification projects made a positive impact on student behavior and academic performance. This study was based on qualitative research methods. Theoretical applications compared the results of a case study involving five middle/junior high schools in Region VI of the Statewide System of School Support for the Delta/Sierra Region. Interviews measured the perceptions of one administrator and three teachers at each school site. Interview responses were coded and analyzed to discover emerging themes in the data. In general, the teachers and the administrators agreed that campus beautification projects had positively impacted student behavior and academic performance. Teachers stated that involving students in the process of improving the quality of their school environment taught pride of ownership, community spirit, and leadership skills. Students who took part in campus beautification continued to seek experiences in campus improvement. Administrators reported a positive change in student behaviors and that beautification experience benefited students from all academic levels and behavioral backgrounds. The majority of the interviewees expressed that students benefited most directly from campus beautification. Others stated that the staff was most positively affected. In either case, interviewees' overall perceptions were that campus beautification improved student behavior and academic performance. Campus beautification projects should be investigated at every school level. Projects provide a simple solution to the rising problem of aging school facilities. Schools should pursue campus beautification as a means of improving staff and student morale. District office and site administrations should support beautification efforts and allow students the opportunity to improve their campus environment. Schools should enlist parents and community members to participate in beautification projects. Recommendations for further study include the impact of beautification at the elementary and high school levels, on urban, suburban and rural schools, and into how school administrations and district administrations can best support beautification efforts.

This study compared two prompting procedures that are used to teach children with autism in discrete trial: graduated guidance and system of least prompts. A modified alternating treatment design (ABCBC) was used to compare four children's acquisition of object labels taught by a system of least prompts and taught by graduated guidance. Two children were taught with the system of least prompts procedure first and the graduated guidance training procedure second. The other two children were taught with the graduated guidance procedure first, and the system of least prompts training procedure second. Each treatment phase involved three consecutive daily training sessions with 100 training trials each session. Probes were done each session on object labels taught by the current method up to that point All four children performed better when taught by a system of least prompts rather than when taught by graduated guidance. More object labels were acquired and maintained in the system of least prompts condition. These results indicate that the system of least prompts may be superior to graduated guidance when used in a discrete trial format.

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