The article reviewed research on professionals', consumers', and others' judgments of the restrictiveness, social acceptability, and estimated frequency of use of procedures to decrease problem behaviors of disabled persons. Most respondents agreed that more restrictive procedures should be used as a last resort and that less restrictive…

Obscene verbalizations in an individual with traumatic brain injury were treated using stimulus fading as the singular form of intervention. Results of a functional assessment revealed the obscenity was maintained by negative reinforcement. Stimulus fading (the gradual reintroduction of instructional demands) produced immediate and substantial…

Functional analysis of the self-injurious behavior (SIB) of three individuals with profound mental retardation indicated the behavior was maintained by negative reinforcement (escape from instructional situations). Stimulus fading was applied. Results indicated that instructional fading virtually eliminated SIB, but these effects were not…

This article discusses using a group contingency as a technique to increase appropriate behavior and decrease inappropriate behavior of students with learning disabilities who are either in regular classrooms or special classes. The advantages and disadvantages of three types of group contingencies (dependent group contingency, independent group…

Ways that preschool environments can be organized to avoid behavior problems are discussed, along with the implications of these arrangements for students with disabilities who are making the transition from preschool to elementary school settings. Also noted is the relationship between environmental arrangement and direct contingency management…

Assessed main and collateral effects of the assessment and treatment of attention-maintained self-injury, with regard to four categories of behavior: self-injury, a novel mand, pre-existing prosocial responses, and other aberrant responses. Results suggest that self-injury, prosocial responses, and other abberant behaviors are within the same…

Evaluates the effectiveness of a contingency contract for a ninth grade male student with behavior disorders enrolled in a self-contained special education classroom. The contingency contract was used to help him with written communication in punctuation and capitalization. The effectiveness of the contract was examined through a multiple-baseline…

The long-term treatment program and follow-up of a case of chronic, severe, multiple self-injurious behavior is presented. Contingent electric shock and differential reinforcement of other behavior were the primary techniques utilized. Total suppression was achieved in the laboratory setting, but extending control to the natural environment proved…

This paper discusses the need for early identification of children's character disorders, because by the time a character disorder becomes a serious problem in the home, school or community, the child is approaching adolescence and it is too late to treat it effectively. Thus the need for early identification in the school. Ten identifying…

The booklet provides information on a number of strategies for teachers to use in managing disruptive behaviors in the classroom. In the first section several approaches (such as token economies) are discussed that pertain to the general, comprehensive management of classes. Included in Section II are several strategies (including taking away…

Two experiments are reported: one with autistic children in a day-care treatment program. the other with "hopeless" rating behavior in a grade six school setting. Although the samples were small (seven in the autistic group, 43 in the sixth grade group), the results indicated conclusively the increased rate of cooperative responses and decrease of…

An experimental group of 11 mentally retarded Arab children (mean age 8.8 years) were involved in a contingency-management program based on successful completion of academic work. (Author)

Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119.

Describes an intervention program to help abused children learn to inhibit aggressive behavior and increase cooperative behavior. Sixteen physically abused children participated in the program. Behavior ratings were made during the program and in-home follow-ups. Following initial increases in aggressive behaviors, significant increases in…

Parents can help their children with learning and/or behavior problems adjust to junior high school by implementing a home-school contingency plan in which certain privileges are made contingent on good social or academic behavior at school. Suggestions are offered for establishing, implementing, and terminating (or continuing) a successful plan.…