This article describes and field-tests the improved rate difference (IRD), a new effect size for summarizing single-case research data. Termed "risk difference" in medical research, IRD expresses the difference in successful performance between baseline and intervention phases. IRD can be calculated from visual analysis of nonoverlapping data, and…

In this study, the researchers evaluated the sensitivity of Direct Behavior Rating Single-Item Scales (DBR-SIS) for assessing behavior change in response to an intervention. Included in the analyses were data from 20 completed behavioral consultation cases involving a diverse sample of elementary participants and contexts using a common…

Positive interference, therapeutic interuption of a high-rate self-abusive or self-stimulatory behavior with a reinforceable desired behavior, was implemented on a self-abusive autistic nine-year-old. Findings demonstrated that a child can learn desired behaviors without completely suppressing undesirable behaviors. (SW)

The techniques of behavior modification are of potentially great value in the schools. (Author)

Areas of controversy covered center around the nature of the disorder, the effects of drugs, and methodological problems. Alternative approaches offered focus on evaluation and remedial techniques. (DLS)

The history of the terms "punishment" and "aversive" is traced, and the influence of inconsistent usage and negative association associated with these terms is analyzed. A conceptual framework is presented to guide the choice of an alternative terminology for behavior reduction. (Author/JDD)

A study of the effects of teacher praise notes to parents on the academic performance of three second-grade students unable to complete their reading assignment seatwork is reported. Results showed a marked and enduring improvement in academic performance as a result of the treatment. (PHR)

This article delineates the reasons why educators find punishment a more acceptable approach for managing students' challenging behaviors than positive reinforcement. The article argues that educators should plan the occurrence of positive reinforcement to increase appropriate behaviors rather than running the risk of it haphazardly promoting…

Learning disabled (n=34) and low-achieving (n=34) incarcerated delinquents (16-19 years) were assigned to social metacognitive training, attention control, or test-only control groups. Those given metacognitive training improved in rehabilitation achievement and other areas of social adjustment, with a greater proportion of the learning disabled…

This article attempts to present a multidimensional perspective of functional behavioral analysis that will lead to psychoeducational interventions in which students with emotional/behavioral disorders are taught to think clearly, solve problems, and self-regulate the intensity of their emotions. (Contains references.) (Author/DB)

This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic…

Discussion of the increasing emphasis of school discipline and zero tolerance procedures and policies suggests there is little evidence that they have resulted in increased school safety or improved student behavior. A preventive, early response disciplinary model is suggested to increase the range of effective options for addressing violence and…

Two procedures were compared for reducing violent or aggressive theme play of six preschool children with behavior disorders and five normally developing peers. Contingency statements followed by a modified time-out produced consistently lower rates of violent theme play than did verbal prompts to engage in more appropriate types of play.…

This paper reviews studies that have used instructional variables as nonaversive interventions for problem behaviors of individuals with severe disabilities. These include student choice of task, task variation, pace of instruction, interspersal of high probability tasks, partial versus whole task training, decreasing task difficulty, and a…

Using a "review of reviews" methodology, this literature synthesis on stimulant use with children with attention deficit disorder compared three reviews from each of three review types (traditional, meta-analytic, general audience). A consensus was found to exist about the expected benefits and the acknowledged limitations of stimulant medication.…