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Peer reviewedLando, Harry A. – Journal of Consulting and Clinical Psychology, 1977
Compared a broad-spectrum treatment against a control limited to one week of aversive conditioning. Results indicated a dramatic treatment effect, with 76 percent of experimental subjects (as compared to 35 percent of controls) remaining abstinent at a six-month follow-up. (Author)
Descriptors: Behavior Change, Behavior Modification, Behavior Patterns, Comparative Analysis
Peer reviewedSullivan, Bernard J.; Denney, Douglas R. – Journal of Consulting and Clinical Psychology, 1977
Expectancy instructions were introduced six times during the four-week treatment, and effectiveness of these instructions was demonstrated with independent nonreactive measures of subjects' expectancies. An analysis of self-report, behavioral, and unobtrusive measures of snake anxiety revealed significant main effects for instructions, with…
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, College Students
Peer reviewedGordon, Rita; And Others – Child and Family Behavior Therapy, 1986
For a seven-year-old autistic boy, contingent jogging caused a significant decline in frequency of out-of-seat behavior that was maintained for 12 months. Unlike many other behavior suppression techniques, contingent exercise is safe and does not humiliate the client. (Author/LHW)
Descriptors: Autism, Behavior Change, Behavior Disorders, Behavior Modification
Peer reviewedBurwood, Les; Brady, Carol – Journal of Philosophy of Education, 1984
The nature and value of behavior modification depends, crucially, on what assumptions one makes about human nature and the explanation of human behavior. It is very easy for a teacher practicing behavior modification to assume unquestioningly a deterministic view of human nature. (RM)
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Elementary Secondary Education
Long, Rob – David Fulton Publishers, 2005
Is there more disruptive behaviour in schools today? The simple answer to this often asked question is probably yes. But the reasons lie more outside teenagers than inside. For too many teachers there can be an attitude of: "I was a teenager once, therefore I know what it is like." We all develop in a unique time and the issues are unique to that…
Descriptors: Social Influences, Adolescents, Student Behavior, Behavior Problems
Holmes, Gary E.; Stalling, Janice E. – 2001
The fact that interpersonal conflict and subsequent resolution are primarily social behaviors between groups of people often becomes obscured by cultural norms. Professional counselors routinely encounter conflict in their work with clients. This paper provides an introductory discussion on the psychocultural aspects of conflict to assist…
Descriptors: Adults, Behavior Modification, Behavior Standards, Cognitive Restructuring
Trotter, Sharland; Warren, Jim – Science News, 1974
The view that lawbreakers are in one way or another "sick" has drawn behavioral scientists into the arena of criminal rehabilitation. Issues and controversies surrounding recent experiments using some form of behavior modification for prisoner rehabilitation are discussed. (JP)
Descriptors: Behavior Change, Behavior Modification, Behavior Theories, Behavioral Sciences
Sand, Patricia L.; And Others – Rehabilitation Research and Practice Journal, 1970
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Motivation Techniques
Peer reviewedBrown, Joe H.; And Others – Child and Family Behavior Therapy, 1983
Telephone home survey can be used to identify child behavior problems accurately and assess their frequencies and setting conditions for "normal" children. This technique appears to provide reliable information useful in the design of community-targeted behavior management packages. (CMG)
Descriptors: Behavior Modification, Behavior Problems, Behavior Standards, Children
Nelson, C. Michael; Rutherford, Robert B. – Exceptional Education Quarterly, 1983
Timeout from positive reinforcement is frequently used by special educators for dealing with undesired student behavior. Six types, or levels, of response contingent timeout found in the literature are as follows: planned ignoring, reduction of response maintenance stimuli, planned ignoring plus restraint, contingent observation, exclusion, and…
Descriptors: Behavior Modification, Behavior Problems, Elementary Education, Exceptional Child Research
Peer reviewedSafer, Daniel J.; And Others – Journal of Abnormal Child Psychology, 1981
Annual controlled outcome results revealed that the program led to significant and consistent reductions in expulsions, suspensions, and grade failure, and variable, often significant, gains in attendance and achievement. (Author)
Descriptors: Behavior Change, Behavior Modification, Behavior Problems, Followup Studies
Peer reviewedGuzicki, Joseph A.; And Others – Journal of School Psychology, 1980
Examined efficacy of cue-controlled relaxation in reducing anxiety of two elementary school teachers. Both teachers exhibited significant reductions in motoric manifestations of anxiety. Both showed increases in rewarding behavior. They reduced disapproving behavior to zero on most days. Training in self-management of stress significantly affected…
Descriptors: Anxiety, Behavior Modification, Behavior Patterns, Elementary School Teachers
Woods, Thomas S. – B. C. Journal of Special Education, 1978
The author reviews recent literature dealing with teaching autistic children acceptable behaviors. Using E. Ornitz and E. Ritvo's description of autism, teaching procedures to overcome weaknesses in perceptual difficulties, bizarre movement, and problems in relating are discussed. (CL)
Descriptors: Autism, Behavior Change, Behavior Modification, Behavior Patterns
Grayson, M. Catherine; And Others – Pointer, 1979
Three behavioral approaches to the management of behavior problems in the classroom are discussed. (PHR)
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Contingency Management
Peer reviewedKoegel, Robert L.; Koegel, Lynn Kern – Journal of Applied Behavior Analysis, 1990
The study assessed whether 4 students (ages 9-13) with severe autistic disabilities could learn to use a self-management treatment package to reduce stereotypic behavior. Use of the procedures greatly reduced levels of stereotypic behavior. Improvement also occurred for extended periods of time in new settings without the presence of a treatment…
Descriptors: Autism, Behavior Change, Behavior Modification, Behavior Problems

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