Research on the effectiveness of cognitive-behavioral therapy, and in particular, exposure with response prevention for Obsessive-Compulsive Disorder (OCD), has only been systematically evaluated in children and adolescents ages 7-17. These treatments do not address the unique characteristics of young children with OCD. This paper discusses…

The review and synthesis of the literature on self-injurious behavior examines characteristics, causes, and both psychological and behavioral management strategies. Six suggestions for educators are offered. (DB)

The study investigated the effects of training two learning and behavior disordered elementary students to ignore the inappropriate behavior and to reinforce the appropriate behavior of three peers who were also learning and behavior disordered. Results indicated the students were able to utilize extinction and reinforcement procedures…

Antecedent assessment and assessment-based intervention for off-task behavior by an 11-year-old with attention deficit hyperactivity disorder is reported. Assessment correlated off-task behavior with difficult academic tasks; intervention included functional communication training that focused on teaching the child to request assistance, as well…

This article examines the body of case law which has developed over the appropriate use of various timeout procedures (e.g., exclusion, seclusion/isolation) of students with behavior disorders. Seven guidelines for the legally correct application of timeout procedures are offered. (DB)

Two experiments, one involving two elementary-aged girls with autism and one involving three boys with serious behavior disorders, found that the use of contingent access to free time and play materials increased the rate of correct math problems completed and decreased the error rates. (Author/JDD)

A brief biographical sketch of Burrhus Frederick Skinner is offered, followed by a review of his impact on education and psychology. His research in radical behaviorism, his theoretical contributions, development of programed instruction techniques, token economies, and numerous inventions by himself and his proteges are summarized. (PB)

The study found significant improvements in behavior when a profoundly mentally retarded blind subject was reinforced with music. The young woman also discriminated among different types of music, and behavior rates varied accordingly. (Author/DB)

This article presents a rationale for using students with emotional/behavioral disorders as behavior change agents for peers. Guidelines address use of peer confrontation strategies; selection, training, and evaluation of peer modifiers; and issues (such as ethical aspects of peer intervention). (DB)

The Competent Learner Model integrates direct instruction and behavior analysis practices to bring teachers to mastery of formulating, delivering, and monitoring effective instructional programing. The model focuses on the knowledge and skilled responding necessary for individuals to become competent learners, and employs a coaching format to…

Functional analysis of one elementary student with attention deficit hyperactivity disorder indicated high levels of target behavior in both demand and attention conditions. False positives in the demand condition were revealed by within-session data analysis; modified functional analysis yielded reduced target behavior in demand and increases in…

This case study evaluated an antecedent intervention for tantrums by a five year-old girl with cognitive, language, and motor problems. Functional assessment correlated tantrums with high-demand activities but not with novel staff. Intervention placed novel staff in charge of high-demand activities and successfully eliminated tantrums, which…

This article presents seven sequential steps to completing a functional behavioral analysis and a behavioral intervention plan for a student with emotional/behavior disorders: (1) description of the behavior; (2) refinement of the behavior; (3) data collection; (4) data analysis; (5) hypothesis generation; (6) behavior intervention plan…

Twenty-five youths, aged 10-17, with conduct or related disorders were assessed at entry and discharge from a Re-ED residential program. Improvements were found in: academic achievement, evening staff ratings of residents' hostility and anger arousal, and residents' perceptions of mastery over their environment. Day staff ratings did not indicate…