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 About the Authors

Mitchell Yell, Ph.D., is the Fred and Francis Lester Palmetto Chair of Teacher Education
and Professor in Special Education in the College of Education at the University of
South Carolina (USC) in Columbia, South Carolina. Prior to joining the USC faculty,
Dr. Yell was a special education teacher in Minnesota for 16 years. He taught in el-
ementary, middle, and secondary classrooms for students with emotional and behav-
ioral disorders (EBD), learning disabilities, mild intellectual disabilities, and autism.
He received his Ph.D. from the University of Minnesota, where he was fortunate to
have Frank Wood and Stan Deno as his professors. Dr. Yell’s professional interests
include evidence-based interventions for children and youth with EBD disabilities,
educationally meaningful and legally correct IEPs, special education law, and progress
monitoring. He has authored more than 100 publications and 4 textbooks. Dr. Yell
lives in Columbia, South Carolina, with his wife, Joy, and sons Nick, Eric, and Alex,
who are students at USC.

Nancy Meadows is Associate Professor of Special Education at Texas Christian

University (TCU) in Fort Worth, Texas. She received her doctorate in education from
the University of Washington under the tutelage of a great and well-respected pioneer
in special education, Dr. Tom Lovitt. Upon completing her doctorate, she worked with
Dr. Rick Neel, focusing on the social competence and social skills of students with
emotional and behavioral disabilities. During her career at TCU, Dr. Meadows has
published, taught courses, and presented workshops in the areas of motivating stu-
dents, classroom management, understanding children at risk for school failure, social
skills, and social competence. More recently, she has been involved in studies inves-
tigating transitions of students as they move among placements and schools and with
students in the response to intervention (RTI) process. She has worked extensively
with KinderFrogs School, an early intervention lab school on the TCU campus for
students from 18 months to 6 years of age with Down syndrome, in the areas of transi-
tion, curriculum development, and functional behavior assessment. She shares her life
with her husband, Mike Sacken; her labradoodle, Jake; four children and spouses; and
four grandchildren (Thomas, Alexis, Ella, and Zane). She is grateful every day for the
love of her family and the joy she continues to find in teaching.

Erik Drasgow, Ph.D., is a Professor of Special Education in the Department of

Educational Studies at the University of South Carolina. He has been in the field of
special education for almost 25 years and is a nationally recognized expert in autism,
early language intervention, and positive behavior support. Dr. Drasgow has authored
more than 70 publications and has published in the Journal of Applied Behavior
Analysis, Journal of Autism and Other Developmental Disorders, and Focus on Autism
and Other Developmental Disabilities. He has conducted workshops and given pre-
sentations across the country in his areas of expertise and has provided technical
assistance for more than 20 years to families, teachers, related practitioners, and para-
professionals. Dr. Drasgow and his family live in Columbia, South Carolina.

vii
viii About the Authors

James Shriner, Ph.D., is an Associate Professor of Special Education at the University

of Illinois at Urbana–Champaign. Prior to coming to Illinois, he was an Assistant
Professor of Education at Clemson University and a Senior Researcher for the National
Center of Educational Outcomes (NCEO) at the University of Minnesota. Dr. Shriner’s
work includes research on the effects of both the Elementary and Secondary Education
Act and the Individuals with Disabilities Education Improvement Act on students with
disabilities’ educational services. Dr. Shriner has a record of service activities at the
national, state, and local levels, including membership on several U.S. Department of
Education and Illinois State Board of Education advisory groups related to standard-
based assessment/accountability for students with disabilities. He currently serves as
a member of the Expert Cadre Panel within NCEO.
 Brief Contents

Part I Foundations 1
Chapter 1 Introduction to Emotional and Behavioral Disorders 3
Chapter 2 Legal Issues in Educating Students with Emotional and
Behavioral Disorders 23
Chapter 3 Assessment of Students with Emotional and Behavioral
Disorders 55
Chapter 4 Applied Behavior Analysis 73
Chapter 5 Functional Behavioral Assessments, Behavior Intervention
Plans, and the Collection of Data on Student Progress 103
Chapter 6 Cognitive Behavioral Interventions 133
Chapter 7 Social Skills Instruction 165
Chapter 8 Developing Educationally Meaningful and Legally Sound
Individualized Education Programs 187

Part II Classroom and Behavior Management 215

Chapter 9 Classroom and Behavior Management I: Preventing
Problem Behavior in the Classroom 217
Chapter 10 Classroom and Behavior Management II: Responding to
Problem Behavior 243
Chapter 11 Classroom and Behavior Management III: Intervening with
Problem Behavior 263

Part III Teaching Students with EBD 301

Chapter 12 Teaching Students with EBD I: Effective Teaching 303
Chapter 13 Teaching Students with EBD II: Evidence-Based
Instructional Procedures 327
Chapter 14 Teaching Students with EBD III: Planning Instruction and
Collecting Data to Monitor Student Performance 365

Appendix Psychopharmacological Medications 387

ix
This page intentionally left blank
 Contents

Preface xxi

Part I Foundations 1

Chapter 1 Introduction to Emotional and Behavioral

Disorders 3
By Christine A. Christle and Mitchell L. Yell
Definition of EBD 4
Problems of Definition 4
An Alternative Definition 4
Classification of Students with EBD 5
Psychiatric Classification 5
Dimensional Classification 5
Prevalence of EBD 6
Characteristics of Students with EBD 6
Cognitive Characteristics 6
Academic Deficits 7
Language Deficits 7
School Discipline Infractions 7
Social Skill Deficits 7
Problem Behavior 8
History and Development of the Field 8
Conceptual Models 9
Psychodynamic 9
Psychoeducational 9
Ecological 10
Humanistic 10
Biophysical 10
Behavioral 10
Cognitive 10
Causal and Risk Factors 10
Internal Risk Factors 11
External Risk Factors 11
Interventions 12
Positive Behavioral Support 12
Academic Interventions 13
Behavioral Interventions 14
Social Skills Training 17
Placement Options for Students with EBD 17
Alternative Education Programs 18
xi
xii Contents

Juvenile Justice 18
Mental Health 20
Chapter Summary 22

Chapter 2 Legal Issues in Educating Students with

Emotional and Behavioral Disorders  23
By Mitchell L. Yell
The Individuals with Disabilities Education Act 24
The Purpose of IDEA 24
The Major Principles of IDEA 24
IDEA 2004 and Research-Based Practices 31
Implications for Administrators and Teachers 31
Summary of IDEA 32
Section 504 and the Americans with Disabilities Act 33
Discrimination Under Section 504 and the ADA 33
Identifying and Evaluating Students with Disabilities
Under Section 504 34
Free Appropriate Public Education 34
The Section 504 Plan 35
Procedural Safeguards 35
Postsecondary Education and Section 504 35
Implications for Administrators and Teachers 36
Summary of Section 504 37
Disciplining Students with EBD 37
Short-Term Disciplinary Removals 38
Long-Term Disciplinary Removals 40
Problem Behavior and the IEP 41
Behavior Reduction Procedures 42
Implications for Administrators and Teachers 42
Summary of Disciplining Students with Disabilities 44
Managing Student Records 44
Family Educational Rights and Privacy Act 44
Violations of FERPA 45
FERPA and IDEA 45
Implications for Administrators and Teachers 46
Summary of Managing Student Records 46
Reporting Suspected Child Abuse and Neglect 46
Legal Requirements to Report Suspected Child Abuse
and Neglect 46
Reporting Requirements 47
Immunity from Lawsuits 47
Liability for Failure to Report 47
Legal Action 47
 Contents xiii

Implications for Administrators and Teachers 47

Summary of Reporting Suspected Child Abuse
and Neglect 48
Supervising Students with Disabilities 48
Tort Laws 48
Implications for Administrators and Teachers 50
Summary of Teacher Liability for Student Injury
and Misconduct 50
Addressing Bullying of Students with Disabilities 50
Disability-Based Bullying as a Violation of Section 504 51
Bullying as a Violation of the IDEA 52
Implications for Administrators and Teachers 52
Chapter Summary 53

Chapter 3 Assessment of Students with Emotional

and Behavioral Disorders  55
By James G. Shriner, Scott P. Ardoin, Mitchell L. Yell,
and Susan J. Carty
IDEA and Assessment 56
Referral for Special Education 56
Procedural Safeguards and Assessment 57
Conducting the Assessment 58
Reevaluating Students in Special Education 58
Assessing Students in Special Education 59
Achievement Tests 59
Assessment Accommodations 60
Assessment and Intervention 62
Basics of Curriculum-Based Assessment 64
Curriculum-Based Measurement 64
Organizing Data 66
Performance Assessment 67
Data Sources for Behavioral Assessment 67
Rating Scales 68
Observational Procedures 68
Self-Report Measures 68
Interview Techniques 69
Situational Measures 69
Defining Behavior 69
The Concept of Multiple Gating 70
Assessing the Instructional Environment 70
Error Analysis 71
Accountability in Special Education 72
Chapter Summary 72
xiv Contents

Chapter 4 Applied Behavior Analysis  73

By Erik Drasgow, Mitchell L. Yell, and James Halle
History 73
Characteristics of ABA 74
Principles of Behavior 75
Principles That Increase Behavior 75
Principles That Decrease Behavior 79
Summary 84
Applying the Principles of Behavior 84
Defining and Describing Behavior 85
Identifying the Target Behavior 85
Defining the Target Behavior 85
Writing Behavioral Objectives 85
Assessing Behavior 87
Recording Systems 87
Recording Method 87
Recording Instruments 88
Recording Schedule 89
Graphing Data and Making Instructional Decisions 90
Graphing Data 91
Analyzing Graphed Data 94
Making Instructional Decisions 95
Using Positive Reinforcement to Change Behavior 97
Differential Reinforcement Strategies 97
Specific Differential Reinforcement Procedures and Their
Applications 98
Differential Reinforcement and Punishment 100
Programming for Generalization 100
Antecedent Strategies 101
Behavior Strategies 101
Consequent Strategies 101
Promoting Generalization 102
Chapter Summary 102

Chapter 5 Functional Behavioral Assessments, Behavior

Intervention Plans, and the Collection of Data
on Student Progress  103
By Erik Drasgow, Christian A. Martin, Robert E. O’Neill, and
Mitchell L. Yell
The Bases of Functional Behavioral Assessments and Behavior
Intervention Plans 103
Conceptual Basis 104
Philosophical Basis 104
 Contents xv

Legal Basis 105

Summary 106
Functional Behavioral Assessment 106
Conducting the Functional Behavioral Assessment 107
Indirect Methods 108
Direct Observation Methods 115
Experimental Methods 115
Positive Behavior Support and Behavior Intervention Plans 119
Characteristics of Behavior Intervention Plans 122
Using the Competing Behavior Model to Build Positive Behavior
Intervention Plans 122
Setting Event Strategies 123
Antecedent Strategies 123
Teaching Strategies 124
Consequence Strategies 126
Implementation Fidelity 128
Data Collection 129
Crisis Management 129
Chapter Summary 130

Chapter 6 Cognitive Behavioral Interventions  133

By Mitchell L. Yell, T. Rowand Robinson, and Nancy B. Meadows
Cognitive Behavioral Interventions 134
Effectiveness of Cognitive Behavioral Interventions 134
Procedures of Cognitive Behavioral Intervention 136
Self-Management-Based Interventions 136
Verbal Mediation–Based Interventions 143
Implementing Cognitive Behavioral Interventions 160
Assessment 160
Program Planning and Implementation 161
Generalization of Cognitive Behavioral Interventions 162
Chapter Summary 163

Chapter 7 Social Skills Instruction 165

By Nancy B. Meadows
Formal Social Skills Instruction 165
Social Skills Assessments 166
Assumptions of Social Skills Instruction 170
Structured Learning Approach 171
Teaching of Presocial Skills 172
Social Skills Strategy Instruction 173
Published Social Skills Curricula 174
How to Choose and Implement a Social Skills Curriculum 175
xvi Contents

Informal Social Skills Instruction 175

Social Competence and Social Skills 176
Social Competence and Students with EBD 177
Classroom Management: Encouraging Prosocial Behavior 179
Use of a Social Task Model 183
Cooperative Learning and Social Skills 186
Chapter Summary 186

Chapter 8 Developing Educationally Meaningful

and Legally Sound Individualized
Education Programs  187
By Mitchell L. Yell, Tony Plotner, and James Shriner
Legal Requirements 188
Procedural Requirements 188
Substantive Requirements 188
Problems in IEP Development 191
The IEP Planning Process 193
Referral and Assessment 193
IEP Team Participants 195
The IEP Document 197
Special Considerations in IEP Development 205
Placement Decisions 206
Implementing the IEP 206
Reviewing and Revising the IEP 206
Developing Educationally Meaningful and Legally Sound IEPs 207
Completing the IEP 213
Chapter Summary 214

Part II Classroom and Behavior Management 215

Chapter 9 Classroom and Behavior Management I:

Preventing Problem Behavior in the
Classroom 217
By Mitchell L. Yell
The Classroom Management Problem 217
Prevention and Classroom Management 219
The Research of Jacob Kounin 219
The Curriculum of Control 220
Proactive Versus Reactive Classroom Management 220
Primary Components of a Proactive Classroom Management
System 221
Teacher Behaviors and Attitudes 221
Teacher Authority and Credibility 224
Classroom Structure 227
 Contents xvii

Effective Teaching 230

Developing and Implementing a Proactive Classroom Management
System 233
Step 1: Develop Classroom Procedures and Teach Them to
Students 233
Step 2: Develop Classroom Rules and Teach Them to Students 237
Step 3: Monitor and Acknowledge Correct Performance of Expected
Behaviors 238
Step 4: Develop Clear and Consistent Procedures for Discouraging
Problem Behavior 238
Step 5: Collect Data on the Classroom Management System 240
Chapter Summary 241

Chapter 10 Classroom and Behavior Management II:

Responding to Problem Behavior 243
By Mitchell L. Yell
The Nature of Problem Behavior 243
Ineffective Responding to Problem Behavior 244
Ignoring 244
Nattering 244
Yelling and Threatening 245
Issuing Commands When a Student Is Agitated 245
Engaging in Escalating Interactions with Students 245
Principles to Follow in Responding to Problem Behavior 247
Principle #1: Emphasize Preventive Measures 247
Principle #2: Modify the Learning Environment 248
Principle #3: Use Pre-correction Strategies 248
Principle #4: Respond Privately Rather than Publicly
If Possible 249
Principle #5: Respond Consistently and Fairly 250
Principle #6: Use Alpha Commands 250
Principle #7: Maintain a Student’s Dignity When Responding 251
Principle #8: Maintain a Calm Attitude and Demeanor 251
Principle #9: Develop a Game Plan for Responding to Student
Problem Behavior 251
Principle #10: Provide Contingent Reinforcement for Appropriate
Behavior 252
Responding to Problem Behavior 252
Responding to Minor Problem Behaviors 252
Responding to Noncompliance 254
Responding to Severe Misbehavior 257
Developing Crisis Management Plans 260
An Algorithm for Responding to Problem Behavior 260
Chapter Summary 262
xviii Contents

Chapter 11 Classroom and Behavior Management III:

Intervening with Problem Behavior 263
By Mitchell L. Yell
Considerations When Intervening to Address Student Problem
Behavior 264
Behavior Enhancement Principles 265
Identifying Reinforcers 265
Types of Reinforcers 266
Behavior Enhancement Interventions 267
Token Economies 267
Level Systems 272
Behavioral Contracting 276
Group-Oriented Contingencies 280
Behavior Reduction Procedures 285
Implementation Guidelines 285
Behavior Reduction Interventions 286
Response Cost 286
Time-Out 290
Overcorrection 295
Administrative and Legal Guidelines When Using Behavior Reduction
Interventions 297
Chapter Summary 299

Part III Teaching Students with EBD 301

Chapter 12 Teaching Students with EBD I: Effective

Teaching 303
By Mitchell L. Yell and Michael E. Rozalski
Do Teachers of Students with EBD Use Effective Instructional
Strategies? 304
Principles of Effective Instruction 305
Principle #1: Maximize Academic Engaged Time 305
Principle #2: Ensure High Rates of Correct Academic Responding 308
Principle #3: Maximize the Amount of Content Covered 310
Principle #4: Match Assignments to Student Ability 311
Principle #5: Teach Academic Content Explicitly 312
Principle #6: Scaffold Student Instruction 318
Principle #7: Use Direct Instruction 319
Principle #8: Monitor Student Progress 320
Maintaining Effectiveness 321
Keep Up with Peer-Reviewed Research 322
Self-Evaluate 324
Chapter Summary 324
 Contents xix

Chapter 13 Teaching Students with EBD II: Evidence-Based

Instructional Procedures 327
By Michael E. Rozalski, Paul J. Riccomini, and Mitchell L. Yell
Teaching Reading 328
Components of Effective Reading Instruction 328
Teaching Procedures 332
Summary 336
Teaching Writing 336
Models for Teaching Written Expression 337
Teaching Procedures 338
Summary 341
Teaching Mathematics 341
Teaching Mathematics to Students with EBD 342
Designing an Effective Math Lesson 342
Considering New Instructional Practices in Mathematics 348
Summary 355
Teaching Study Skills 355
Listening Skills 356
Test-Taking Skills 356
Reference and Research Skills 358
Thinking Skills 359
Memory Skills 361
Note-Taking Skills 363
Summary 363
Chapter Summary 364

Chapter 14 Teaching Students with EBD III: Planning

Instruction and Collecting Data to Monitor
Student Performance 365
By Mitchell L. Yell, Todd W. Busch, and David C. Rogers
The Nature of Instructional Planning 366
Planning What to Teach 366
Using IEP Goals to Guide Instruction 366
Using Assessment to Guide Instruction 366
Using State Standards to Guide Instruction 367
States and the Common Core Standards 367
Planning How to Teach 367
Using the Systematic Teaching and Recording Tactic 368
Developing Long-Range Plans 368
Writing Daily Lesson Plans 370
Monitoring Student Progress 373
What Is Progress Monitoring? 373
Characteristics of Progress Monitoring Measures 375
xx Contents

Progress Monitoring Measures for Reading 376

Progress Monitoring for Written Expression 377
Progress Monitoring for Math Computation 379
Implementing Progress Monitoring 380
Distributed and Intermittent Progress Monitoring for Assessing
Reading 383
Modifying Instruction Using START 385
Chapter Summary 386

Appendix: Psychopharmacological Medications 387

References 389
Name Index 421
Subject Index 429
 Preface

Our purpose in this textbook is to help readers become effective teachers of students
with emotional and behavioral disorders (EBD). Effective teachers assess, plan, orga-
nize, and deliver individualized academic and behavior programming, and they collect
data on actual student performance to inform instructional decisions. This textbook
presents, describes, and gives examples of evidence-based educational practices that
are effective for teaching students with EBD.
We have organized the text in the following manner. In the first section, we
provide the foundation for the field of EBD and cover characteristics of students
with these disorders, discussing assessment, law, applied behavior analysis, positive
behavior support, cognitive behavioral interventions, and social skills training. In the
second section, we expand on evidence-based classroom and behavior management
strategies and procedures that teachers use to (a) prevent the occurrence of problem
behavior, (b) intervene with students who exhibit problem behavior by teaching al-
ternative and replacement behavior, and (c) respond to problem behavior when it
occurs. In the third section, we address academic interventions for students with EBD.
To do this, we review the principles of effective instruction; examine the research on
teaching reading, writing, mathematics, and study skills; and emphasize the impor-
tance of planning instruction and collecting data to monitor student progress.
Our major goal in this textbook is communicating to teachers and teacher trainers
that it is their professional obligation to rely on evidence-based educational practices for
teaching students with EBD. The Individuals with Disabilities Education Improvement
Act requires that educators use practices and procedures supported by research.
Moreover, if teachers are to improve the quality of the lives of the students with whom
they work, they are ethically obligated to base instruction on this body of evidence.

New to This Edition

This edition has added information on the following:
• Section 504 of the Rehabilitation Act,
• The Americans with Disabilities Act,
• The Common Core Standards,
• Transition IEPs,
• Psychopharmacological medications, and
• The law on the bullying and harassment of students with disabilities.

Acknowledgments
We are grateful to many people who were so helpful during the completion of this
project. We thank Steve Dragin, our current editor, for his great patience and insight.
We also thank our first editor, Ann Davis, who provided direction and encouragement
from the inception of this textbook. Thanks also to Annette Joseph, our production
manager, and Cindy Miller for their persistence and good cheer. Thanks also to the
reviewers of the first and second editions who helped improve this textbook: Lisa
Bloom, Western Carolina University; Amelia E. Blyden, The College of New Jersey;
Lisa R. Churchill, California State University–Chico; Greg Conderman, Northern Illinois
University; Sharon Cramer, Buffalo State College; Shelley Neilsen Gatti, University of
St. Thomas; Elizabeth Deane Heins, Stetson University; Coleen Klein-Ezell, University
xxi
xxii Preface

of Central Florida; Emma J. Martin, University of Oregon; Thomas F. McLaughlin,

Gonzaga University; Robert Michael, State University of New York–New Paltz; Maureen
R. Norris, Bellarmine University; David Dean Richey, Tennessee Tech University;
James A. Siders, Ed.D., The University of Alabama; Lorraine S. Taylor, State University
of New York–New Paltz; and Pamela H. Wheeler, Lewis University.
We also are grateful for the guidance and friendship of our mentors: Frank
Wood and Stan Deno (Mitchell Yell), Rick Neel (Nancy Meadows), James W. Halle
(Erik Drasgow), and James Ysseldyke (James Shriner).
Part

I Foundations

Chapter 1 Introduction to Emotional and Behavioral Disorders

Chapter 2 Legal Issues in Educating Students with Emotional and Behavioral Disorders
Chapter 3 Assessment of Students with Emotional and Behavioral Disorders
Chapter 4 Applied Behavior Analysis
Chapter 5 Functional Behavioral Assessments and Behavior Intervention Plans
Chapter 6 Cognitive Behavioral Interventions
Chapter 7 Social Skills Instruction
Chapter 8 Developing Educationally Meaningful and Legally Sound Individualized Education Programs

1
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 The Stove Takes the Place of an Electric Stove Where There is Only a Gas
Supply

A piece of sheet metal, B, is cut to fit the space between the wires,
allowing projections at the upper and lower outside edges for
bending around the upright twisted wires. The entire stove can be
nickelplated if desired. It can be used in the same manner as an
electric stove and for the same purposes where a home is supplied
only with gas.—Contributed by E. L. Douthett, Kansas City, Mo.
 Castings without Patterns
The sketch shows a method of making small castings that I have
used for several years and the castings so produced are strong and
very durable, almost equal to the ordinary casting. The idea may be
of considerable value to inventors and home mechanics.

A Mold Made in Plaster without a Special Pattern and Run with a Soft Metal

The mold is of plaster of Paris, held in a wood frame or box, and

all that is required in the way of a pattern is a plain block or anything
that will produce an impression of the general outline of the casting,
as shown in the sketch. After the impression is made the mold
should be dusted thoroughly with black lead. The journal bearings
are then located, holes drilled in the hardened plaster and wood pins
set as shown. These pins must be of hard wood and of a diameter to
suit the finished size of the bore. Brass tubing of a suitable size is cut
off to the length required and placed on the wood pins. These pieces
of tubing will be the brass bushings in the finished castings. Babbitt
metal is melted and poured into the mold. Before pouring the metal it
is well to be sure that the plaster is thoroughly dry.
The mold is as shown, and the upper side of the metal is at all
times exposed to the air. This makes it necessary to have all core
prints on the under side, as this side will be the one in view when the
casting is finished, and the upper side, as the casting lies in the
mold, will be the inside or unexposed side. In case of curved work,
reinforcing strips of sheet brass should be placed in the mold and
imbedded in the casting, as shown in the sketch by the dotted lines.
A little practice will enable anyone to produce very neat cored
castings. and when the brass bushings are fitted to size and faced
off, and the casting painted, a piece will be produced that will
compare in finish and general usefulness with anything of the nature
that could be bought. Do not treat the brass tubes with soldering flux
unless necessary, for they should be removable so that they can be
replaced when worn.—Contributed by J. B. Murphy, Plainfield, N. J.
 A Developing-Paper Printer
Having a rush order for a large quantity of post cards, I was
compelled to adopt some way of making the prints quickly. As I was
in a place where a printer could not be secured for several weeks, I
set about making one, with good results, as shown in the
illustrations.

Fig. 1 Fig. 2

Fig. 3 Fig. 4

Parts for Making the Switch So That It will Operate Automatically as the
Cover is Moved

I first secured an ordinary soap box and took it apart, being careful
to keep the boards whole, then rebuilt it to make a box with ends
measuring 12 in. square, and 14 in. in length. In one end I cut a large
hole to admit a 60-watt tungsten globe, then, taking another board, I
fitted a knob and hinges to it and used it for a door. The other end of
the box was centered and a hole bored large enough to admit an
ordinary socket. Another hole was bored, 4 in. to the right, for
another socket. A much heavier material was used for the lid than for
the box, being at least ⁷⁄₈ in. thick. A piece of double-strength, clear
glass, 8 by 10 in. in size, was procured and set in a hole cut in the
cover so that its upper surface would be flush.

The Printer may be Set in the Table Top or Used Separately, as Desired

An ordinary single-pole switch was secured, as shown in Fig. 1,

also a small mousetrap, as shown in Fig. 2. The front part of the trap
was sawed off so that only the spring was utilized. The base of the
trap was then cut out to fit snugly on the base of the switch, into
which two corresponding holes were bored for the screws. The next
thing was to secure several clips, which were cut from sheet brass,
to operate the switch, and a lever to control the switch, as shown in
Fig. 3. The lever is 1 in. wide and 4 in. long, having a slot at the
bottom, to slip easily over the lever handle in the switch, and a hole,
drilled 1 in. above the slot, to admit a nail to keep the spring from
throwing it out of position. The clips for holding the films, or plates,
are shown in Fig. 4.

Side View of the Printer, Showing Parts Assembled and the Main Line
Connections to the Globes

After securing a double socket, of which there are many types, a

few yards of lamp cord, a piece of felt, 6 by 8 in. in size, and two
ordinary lamp sockets, I was ready to assemble the printer. The
switch was then placed on a board of the same width, the spring of
the trap placed on top of it and then fastened with screws. This
board was then cut off the length of the inside of the box and
fastened in place, with the switch and trap spring on top.
The ruby light A burns all the time, acting as a pilot in placing the
negative. When the cover B is lowered, after placing the paper, the
felt pad on the under side holding it secure, the projecting arm C
comes in contact with the switch lever D and makes the connection
to the tungsten light E. After the proper time for the exposure has
been given the cover is raised and by this action the tungsten light is
automatically shut off, leaving only the red light burning. With a 60-
watt lamp I secure a print in about 3 seconds, which is fast enough.
Of course, by using a larger lamp, the time could be reduced to a
second or more, according to the size. The time given was obtained
by experience in using ordinary brands of papers.—Contributed by
Harry Marcelle, Honolulu, H. I.
Transposing Temperature Readings
 The Readings can be Transposed from Fahrenheit to
Centigrade or Vice Versa Instantly by the Use of This Scale
 It is often necessary for the amateur scientist to transpose a
temperature reading from the Fahrenheit to the centigrade scale, or
vice versa. This is easily accomplished by means of the diagram
without the use of a formula. The centigrade readings are given on
the horizontal axis and the Fahrenheit readings on the vertical axis.
The temperature readings are the same at minus 40 deg. and from
that point on the Fahrenheit readings equal nine-fifths of the
centigrade plus 32. This reading is instantly seen by the scale.—
Contributed by James F. Boyd, Ann Arbor, Mich.
 Protecting Plans in a Shop
The magazines I used in the shop, for making a few things from
plans, became so soiled that they were unfit for the library. I now
keep them clean by using a covering made of an old picture frame
from which the back was removed and a plain glass inserted in its
place. This is placed over the magazine or other plans on the bench
and keeps them clean, dustless, open and flat.—Contributed by H. J.
Blacklidge, San Rafael, Cal.
 Homemade Eyebolts

Many times one has use for an eyebolt when there is none at
hand. Eyebolts of almost any size can be quickly made of a spring
cotter. Simply thread the end, as shown, and use a nut and washer.
—Contributed by Chas. G. England, Washington, Pa.
 To Keep Tan Shoes from Turning Dark
Tan-shoe polishes seem to rub the dirt into the leather and to
darken it in a short time. Tan shoes can be kept clean and well
polished without losing their original bright tan color if treated in the
following simple manner. Instead of using tan polish on a new pair of
shoes, dampen the end of a soft clean cloth, and rub a small portion
of the leather at a time with the moist end and then rub briskly with
the dry end. In this way tan shoes can be kept clean and nicely
polished like new.—Contributed by John V. Voorhis, Ocean Grove,
N. J.
 A Finger-Trap Trick
It is easy to fool one’s friends with the little joker made to trap a
finger. It consists of a piece of paper, about 6 in. wide and 12 in. or
more long. To prepare the paper, cut two slots in one end, as shown,
and then roll it up to tube form, beginning at the end with the cuts,
then fasten the end with glue. The inside diameter should be about
¹⁄₂ inch.
 It is Easy to Insert a Finger in the Tube, but to Get It Out is Almost
Impossible

When the glue is dry, ask some one to push a finger into either
end. This will be easy enough to do, but to remove the finger is a
different matter. The end coils tend to pull out and hold the finger. If
the tube is made of tough paper, it will stand considerable pull.—
Contributed by Abner B. Shaw, N. Dartmouth, Mass.

¶When mercury is spilled it can be picked up with a medicine

dropper.
 Homemade Roller Skates

Wheels Fitted into the Ends of a Long Board, to Make a Roller Skate

The long wheel base of the roller skate illustrated makes it quite
safe and will prevent falls. The construction of these skates is
simple, the frame being made of a board, 2 ft. long, 3 in. wide and 1
in. thick. Holes are mortised through the ends to admit the wheels. A
small block, cut out on one side to fit the heel of the shoe, is securely
fastened centrally, for width, and just in front of the rear wheel on the
board. Two leather straps are fastened to one side of each board, to
fasten the skate onto the shoe. The wheels can be turned from hard
wood, or small metal wheels may be purchased, as desired. The
axle for the wheels consists of a bolt run through a hole bored in the
edge of the board centrally with the mortise.—Contributed by Walter
Veene, San Diego, Cal.
¶The screw collar of a vise should be oiled at least once a month.
 How to Make a High Stool

The cast-off handles of four old brooms, three pieces of board, cut
as shown, and a few screws will make a substantial high stool. The
legs should be placed in the holes, as shown at A, and secured with
screws turned through the edge of the board into the legs in the
holes. The seat B should be fastened over this and the legs braced