As handicapped students are placed in public schools in increasing numbers, teachers are challenged to teach students exhibiting many maladaptive behaviors that they have not previously observed in the classroom. One of these, self-injurious behavior, presents teachers with a unique behavior problem with a complex etiology. Self-injurious behavior is reviewed in this paper to help educators understand the scope of this maladaptive behavior. The major emphasis of the review is intervention procedures in school settings.
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