In terms of the criterion measure, the social reinforcement group differed significantly from the teacher expectation and the control group. Differences in mean response gains between Premack and social reinforcement groups approached significance with the greatest changes in client behavior favoring the social reinforcement group. (Author)

Describes a behavioral skills training model aimed at decreasing feelings of powerlessness often experienced by women. Feedback questionnaires suggest the training is effective in helping women attain their goals and use more direct forms of power. Cognitive change was a motivating factor. (JAC)

Presents an overview of behavior modification, and discusses ethical misgivings pertaining directly to the use of behavior modification in institutional drug treatment programs. Raises questions about the danger of social control,and informed consent. Concludes with a reexamination of aversive therapy and a plea for professionalism. (JAC)

Characteristics of a behavioral approach to remediating academic deficits of learning disabled (LD) children are reviewed. The behavioral approach encompasses individualization and mastery learning, direct teaching, and an emphasis on measurement. (SEW)

Reports on a study which attempted to determine whether an academic contingency system that successfully modified academic performance and on-task behavior of selected target children would also lead to vicarious academic or behavioral effects in non-target children. Results show that it did not. (CMG)

The paper examines the effect of two types of prompts in eliciting a zero- or low-probability behavior in three Chicano gang members. A general prompt was ineffective, but subject-specific prompts elicited the target behavior (chain of responses terminating in the publication of writing and art work in a community newsletter). (NQA)

Reviewed experimental evidence for the efficacy of videotape and verbal feedback in behavioral couple therapy. Concluded that research does not permit definitive conclusions concerning either procedure. Evidence indicates that it is difficult to ascertain just how the communication behaviors of happy and distressed couples differ. (Author/JAC)

This paper reports an attempt by teachers and psychologists to cooperatively develop a training program for nursery teachers which presents a general problem-solving strategy simple and flexible enough for the trainee to adapt to social interactions with children, other teachers, parents, and the community. (SJL)

Describes the "structured spontaneity" approach to family therapy training at the Boston Family Institute as it exists after ten years, considering the context of training as well as the flavor of the program. Reward for trainers is a kind of competent and creative independent thinking, focused on unjamming a deadlocked system.…

Presents one-year follow-up of clients completing a behavioral weight reduction program at Stanford University's Eating Disorders Clinic. Clients maintained in-treatment weight loss over the follow-up period, but there was marked variability and a low correlation between in-treatment and posttreatment performance. Clients reported significant…

Parents were taught to use developmental checklists to observe their child's behavior and provide a basis for realistic goal setting. Parents were also taught behavior analysis techniques to apply to home learning situations. (Author/PHR)

The article reviews cognitive training for modifying social behaviors among handicapped children. The use of self-evaluation/instruction strategies is explored including such areas as locus of control and generalization and maintenance of appropriate behaviors. (PHR)

Improving health behavior through decision-making approaches is both a legitimate and important goal of health education. A decision-making model provides a basis for evaluating health problems in the context of knowledge, values, and attitudes. (JD)

Three articles presented at the 54th Annual Convention of the American School Health Association discuss: understanding stress with an emphasis on environmental factors; stress management techniques; and questions from the audience pertaining to stress management. (JN)

Findings support the effectiveness of an integration of cognitive and behavioral procedures for developing self-control in children and suggest the relative superiority of the conceptual approach to cognitive-behavioral treatment. (Author)