Empirical behavior principles were applied to the development of remedial teaching procedures and materials for retarded and emotionally disturbed students ages 5-8. Students were referred by schools as severe behavior problems or extreme learning disability cases; intelligence ranged from retarded to normal. Research, conducted in two laboratory…

Compared was the effectiveness of punishment and positive reinforcement on the nonattending behaviors and academic achievement of 18 elementary grade children in two special classes for children with social or adjustment problems. During the positive reinforcement condition each student earned a slash mark whenever he was observed attending to…

This report discusses the outcomes of a study that investigated whether a self-contained (SC) or pull-out (PO) intervention model was the most effective and most supportive of children's behavioral gains over the course of the entire 1996/1997 year. Data were collected by reviewing the clinical records of children (ages 6-14) who participated in…

Following its initial year, an engineered classroom for educationally handicapped (EH) children was replicated and extended. Evaluation indicated that the program could effectively increase emphasis on reading and include both primary and secondary students. Reintegration in the regular classes for EH children could be done on both a gradual and…