Theft that does not involve confrontation or use of force with a victim is receiving increased public attention. However, professionals have long been aware of this problem and its potential implications for later social and emotional development. The treatment approaches discussed in this paper include aversive and positive contingency management, parent training, self-control, as well as other interventions aimed at the prevention of stealing in schools and communities. Also presented are legal and ethical issues pertinent to particular treatment approaches. Research examining the efficacy of these approaches and methodological issues that affect the generalizability of research results are discussed, as well as specific recommendations for future research directions and practice. 45 references. (Author abstract modified)