Partial ascription of blame for deviant behavior must be placed on the classroom teacher and parent who reinforce negative behavior by reacting to it. Severe criticism, threats, and cajoles reinforce antisocial behavior whereas praise reduces it. (Author/CG)

Case study, in which counselor discusses strategies for change with child's teacher, rather than directly with pupil. Resulting improved behavior is indication of how deviant children can be helped within the school program. (Author)

The strengths and limitations of a developmental approach to the study of teacher change are described. The developmental approach is characterized by: (1) a focus on an end state (maturity); (2) the assumption that all individuals go through the same sequence of changes leading to that end state; and (3) the assumption that these changes are…

The primary aim of this book is to bring to the grade school teacher a survey of the most recent techniques and ideas of behavior modification which are applicable to good classroom management. All of the approaches and techniques presented could be of interest to teachers working at all grade levels. Since research has shown that the systematic…

The purposes of this study were (1) to provide an objective description of the supervisor-teacher conference behavior in a micro-teaching situation, (2) to determine the combinations of teacher and supervisor characteristics that predict conference behavior and conference effectiveness, and (3) to determine the supervisor characteristics that…

INTENDED FOR THERAPISTS, THE BOOK FOCUSES ON WAYS OF HELPING THE CHILD WHO STUTTERS TO MODIFY HIS BEHAVIOR. THE APPROACH, AN OPERATIONAL ONE, IS PRESENTED, AND THE NATURE AND CONDITIONS OF RESPONSIBLE THERAPY ARE DESCRIBED. DIAGNOSTIC AND EVALUATIVE PROCEDURES ARE PRESENTED. THERAPY IS ELABORATED FOR THE MODIFICATION OF INCIPIENT STUTTERING, THE…