The effects of an overcorrection procedure on stereotypic behavior of two students (ages 11 and 12) with severe multiple handicaps were investigated in a cooperative school/home program. Results indicated successful implementation of overcorrection by professionals, paraprofessionals, and parents in both school and home settings. (Author/DB)

A behavior management program which uses play money to motivate students and reinforce appropriate behavior helps elementary school students (including disabled students) develop responsibility for their behavior. All students in the class participate and are allowed to buy items from the class store with money earned. (CB)

The synthesis of 35 single-subject nonaversive treatments of classroom behavior problems indicated that reinforcement and feedback are highly effective as a remedy across a variety of behaviors, settings, and administrative arrangements. (Author/DB)

The study evaluated a commonly used component of brief time-out, in which release from time-out is delayed contingent on the occurrence of the disruption. Data were collected for one normal and two mentally retarded children on time-out producing behaviors and delay-producing behaviors during time-out. (Author/CL)

Functionally Approached Body (FAB) Strategies offer a clinical approach to help parents of young children with behavioral and sensory processing strategies. This article introduces the FAB Strategies, clinical strategies developed by the author for understanding and addressing young children's behavioral and sensory processing challenges. The FAB…

The author explores the concept of behavior modification through self-reinforcement. This concept allows for greater responsibility for one's own behavior than other strategies. General techniques to alter behavior are presented, along with a detailed case history. (RP)

This study, an approach to controlling "acting out" behaviors of handicapped children in elementary schools, compares the effectiveness of an operant strategy and a cognitive strategy in modifying the behavior of a seven-year-old hyperactive boy. (Author/PN)

Points out that much research has shown that punishing incorrect behavior in children results in faster learning than does reinforcing correct behavior. Suggests nonphysical punishments for classroom use. (FL)

An intervention program to modify behaviors of a mentally retarded female which interfered with her work production was developed through the systematic collection of performance data on a daily basis. Data thus collected illustrated the student's progress and aided the choice of treatment. (SK)

The usefulness of operant conditioning for the special physical educator in managing behavior problems is pointed out, and steps to follow in applying operant conditioning techniques are outlined. (SB)

Four profoundly mentally retarded middle-aged female residents in a state institution Behavior Problems Program were trained through the use of an interdependent group-oriented contingency procedure to sit and later to work on prevocational tasks. (Author)

A program of self-instructional research is presented which incorporates the perspective that developmental theories may be used to understand and design interventions to remediate dysfunctional behavior in children. This is followed by recent applications of this program to the issue of impulsivity. (Author/GK)

The self-injurious behavior of a 37-month-old, developmentally disabled, severely handicapped child was reduced with an overcorrection procedure, though no transfer of training to the home setting took place. (Author/DLS)

Suggests secondary parasuicide prevention is the most viable path for future research. Aggressive case findings and primary prevention approaches have failed to reduce suicide attempt rates. A secondary prevention model, based on factors predictive of parasuicide, was developed. Stress reduction and cognitive restructuring were primary goals of…

Describes the "wraparound" process--a method for developing realistic behavior plans for children with emotional and behavioral disabilities, involving significant persons from all domains of the child's life. Explores how this process can be used by educators in education plans and in other school-based planning meetings. (RJM)