We trained parents to conduct functional analyses (n = 25) and functional communication training (n = 23) in home settings over a four-year period with 25 young children who had developmental and behavioural disorders. For 12 of the children, pre-treatment (baseline) probes and post-treatment stimulus condition probes were conducted to assess…

We evaluated and treated swimming pool avoidance that was exhibited by a 14-year-old girl diagnosed with autism. In part, treatment involved blocking for flopping (dropping to the ground) and elopement (running away from the pool) and access to food for movements toward a swimming pool. Treatment also involved reinforcement for exposure to various…

This comprehensive review synthesizes findings from 43 studies in which students with disabilities utilized behavioral self-management (BSM) techniques in general education settings. Findings suggest that the long-standing promise of BSM as an inclusive technique has been partially fulfilled. The review identifies strengths and limitations of BSM…

Effects of a self-instructional training procedure on the on-task behavior of four mentally retarded young adults in a sheltered workshop were investigated using a multiple-baseline design across subjects. The subjects chosen had been identified as demonstrating a high incidence of off-task behavior for small assembly tasks such as stamping and…

A school-based short-term intervention used successfully with impulsive, aggressive, shy, oversensitive, attention-disordered, and language- and learning-disabled elementary school students features exercises and activities such as generating ideas, rehearsing behaviors, and adapting behaviors to help students learn to "enter" play groups and join…

Dimensions characteristically descriptive of applied behavior analysis over the past 20 years are explored: applied, behavioral, analytic, conceptual, technological, effective, and capable of appropriately generalized outcomes. Effectiveness in the future must take into account cost-benefit ratios, social validity assessments, and the need for…

Two experiments to replicate P. E. Touchette's findings on the delayed prompt effect, with 34 subjects having mental retardation, found more variable results, with all five of the possible outcomes occurring with some subjects. The paper concludes that successful use of the delayed prompt technique depends on such factors as difficulty of target…

A multiple-probe design across participants was used to evaluate the effects of social stories on the duration of appropriate social engagement and the frequency of 4 social skills in 3 elementary-age students with autism. The social skills were seeking attention, initiating comments, initiating requests, and making contingent responses. Following…

The study examined the effects of instruction in new behavior on behavioral change in behaviorally or emotionally handicapped students by comparing Ifd (intensity, frequency, and duration) behavior scores of students who received special behavioral instruction (N=360) with students not receiving this instruction (N=360). The study also…

The generalization of specific social skills to new environments by four elementary aged learning-disabled students was studied using a modified multiple baseline, single-subject research design. During one spring semester, each student was trained for 12 weeks in the use of a specific social skill (such as compliance, cooperative play, or…

Reports on a study addressing two issues: (1) the impact of problem-solving and communication skills training on the conflict-related behavior of parents and their young adolescent children; and (2) the additive effect of homework and session discussions designed to enhance generalized use and impact of skills in the home setting. (CMG)

Individualized trans-situational interventions (TSIs) were implemented with three middle-school students at risk for school failure. Problem behaviors in school were reduced and linked to problem behavior reduction in the home when concurrent behavior support was established in the home and at school. (Contains references.) (Author/CR)

Assessed effects on undergraduate students (N=54) of direct (induced affect) and generalized (covert rehearsal) cognitive-behavior coping skills programs for test anxiety. Found both training procedures significantly reduced test anxiety but that induced affect yielded largest anxiety decrease and greatest test performance improvement while covert…

Systematic implementation of a peer-mediated self-evaluation procedure to improve the recess behavior problems of three second-grade boys was evaluated. Clear improvements in the boys' behavior were found, which were maintained as the self-evaluation procedure was systematically faded. In addition, treatment effects generalized to another recess…

The parents of a young man with severe mental retardation and challenging behaviors comment on the use of punishment, arguing that the effectiveness of punishment cannot be consistently evaluated without placing their son in a restrictive setting and incurring subsequent uncertainty about generalizing the procedures back into the community…