Although the "efficacy" of Intensive Behavioral Intervention (IBI) for young children with Autism Spectrum Disorders (ASD) has been well documented in small model programs, IBI's "effectiveness" (i.e., does it work in the "real world"?) has been less studied and may not be as impressive, e.g. Bibby, Eikeseth, Martin,…

Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether therapeutic or instructional interventions can improve the emotion recognition skill of young children with various developmental disabilities. Sixteen preschool children with…

Binge eating is a negative indicator of post-surgical weight loss and health outcome in bariatric surgery patients (Hsu, Bentancourt, Sullivan, 1996). Cognitive-behavioral techniques and mindfulness-based practices have been shown to successfully treat binge eating (Agras, Telch, Arnow, Eldredge, & Marnell, 1997; Kristeller & Hallett, 1999). This…

The aim of this paper was to examine the short-term and long-term effects of a curriculum-based anti-bullying intervention program on students' attitudes towards bullying, intentions to intervene in bully-victim problems, perceived efficacy of intervening and actual intervening behavior. The intervention program was applied in primary schools and…

Research in psychoneuroimmunology suggests that immunosuppression associated with perceived stress may contribute to disease progression in persons with HIV infection. While stress management interventions may enhance immune function, few alternative approaches have yet been tested. This randomized clinical trial was conducted to test effects of…

Objective: To evaluate the effectiveness of a "single session" group, early intervention, multidisciplinary, education programme (entitled the "Fun not Fuss with Food" group programme) designed to improve children's problem eating and mealtime behaviours. Design: A quasi-experimental time-series design incorporating data…

This digest of information on classroom techniques for managing students with behavior problems highlights ways to prevent misbehavior; establish rules; increase student motivation for academic tasks; establish token economies; decrease unwanted behavior; evaluate the role of punishment; use timeout, extinction, or response cost; use group…

Discusses the use of group approaches when treating bulimia and outlines recommendations for more efficacious group treatment. Recommends a comprehensive approach to assessment and treatment. Notes that a cognitive-behavioral approach seems viable. (Author/ABB)

An expanded assessment model examining physiological conditions, durational events, and behavioral histories is suggested as one way to understand the stimulus events controlling aggression of developmentally disabled persons. Implications for more effective treatment are considered. (CL)

An anger management procedure and a moral education intervention were added to Structured Learning, a prosocial skills training intervention for adolescents, to constitute a combined intervention package labeled Aggression Replacement Training. The package was tested with a sample of 60 adolescents. (Author/CH)

Students involved in systemic/behavioral intervention approaches in a behavior disorder program within a public school system demonstrated statistically significant gains in attendance, academic credits, and mainstreaming success compared to previous regular school records. Initial follow up data demonstrated more continued education, higher…

A review of the behavioral literature on self-injurious behavior reveals that few definitive conclusions can be made regarding etiology, maintenance, or treatment. Recent evidence suggests that more thorough assessments are required and that antecedent intervention may hold promise for treatment. (Author/CL)

Research on subtypes of learning disabilities (LD) is reviewed and the importance of targeting specific deficits in attending behavior, impulsivity, and hyperactivity is noted. A protocol for the behavioral assessment of LD is suggested, and examples of molar as well as molecular interventions are cited. (CL)

Two experiments, with about five autistic children (two to 14 years old) in each experiment, assessed the effects of autistic immediate echolalia on acquisition and generalization of receptive labeling tasks. These results indicated that echolalia faciliated generalization for echolalic autistic children but not for functionally mute autistic…

The author presents a critique of twentieth-century behaviorism and humanism as educational theories. He argues that the techniques of both lead to unwarranted intervention in individual lives and ceaseless human engineering. (SK)