Don't behave like you live in a cave

Gr 4-8-Not only are the antics of a cartoon Cave Boy and Cave Girl used to represent bad behavior throughout the book, but they are also part of the infusion of humor that makes the tone light, accessible, and soapbox free. Verdick keeps the dialogue conversational as she gives an overview of positive vs. negative behaviors, goal-setting for turning bad habits around, and motivational tips to support a change in attitude. Acknowledging the link between behavior and the body's physical condition, the author includes a chapter devoted to the importance of activity, getting enough rest, and nutrition (for example, "When you eat better, you feel more balanced. Feeling more balanced improves your behavior. It's a win-win."). While there is the occasional clunky acronym (readers are encouraged to remember 5GG4BB, Five Great Goals for Better Behavior), the ideas are workable, especially with the practical forms and worksheets-tools that will help children and parents track behavior and make some concrete changes.-Joanna K. Fabicon, Los Angeles Public Library (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

An upbeat self-help book for elementary-school students lacking in self-control or having trouble with their social skills. Colorful, shiny pages filled with text boxes, speech bubbles and lists give unimaginative hints like, "treat others the way you'd like to be treated" and "relax" and "think before you speak." The first half of the book encourages youngsters not to act like "cave boys and girls" (apparently, cave kids were thoughtless, rude, wedgie-delivering folks), but the second half drops this conceit and reads like a traditional self-help volume, complete with lists of goals, rewards charts and behavior contracts. Humorous cartoon illustrations help keep the tone light and nonjudgmental. The advice is sound, but some of the mnemonics (5GG4BB = Five great goals for better behavior) are confusing. It's hard to imagine a child who will actively choose this, but teachers and parents who are struggling with a child with these issues might be drawn to it. This would be best if used in a therapeutic context where child and teacher, parent or therapist could discuss the contents together. (note to parents and caregivers, index) (Nonfiction. 7-13)]] Copyright Kirkus Reviews, used with permission.