The effects of a contingency management program utilizing a reinforcing event (breakfast) were investigated in respect to cabin-cleaning and self-report behaviors in a group of nine male campers (11 to 13 years old) at a therapeutic summer camp for emotionally disturbed children. (Author)

Presents a scenario that illustrates some negative side effects of independent and interdependent group-oriented contingencies. Makes recommendations for altering group- oriented contingencies to reduce these negative side effects and to increase the probability that teachers will use these contingencies to increase students' academic performance…

This study compared rates of self-injurious behavior (SIB) exhibited by a 32-year-old woman with profound mental retardation across conditions in which access to restraint was either continuously available, presented as a consequence for SIB, or unavailable. Rates of SIB increased when access to restraint was contingent upon SIB, suggesting that…

Four studies analyzed eye poking behavior of a youth with profound disabilities. Results demonstrated substantive reductions in the frequency of eye poking when goggles were worn and when a video game was provided as a competing source of visual stimulation and as a reinforcer. Music was less effective in reducing eye poking. (Author/DB)

The following stages in planning a token economy with students having behavior problems are discussed: (1) identifying target behaviors; (2) specifying and selecting reinforcers; (3) identifying token types and schedules; (4) planning token distribution and redemption; (5) initiating and implementing the token economy system; and (6) planning…

A multicomponent intervention to change problem behavior, which prevented community integration of three adolescents with autism, was evaluated. The intervention (implemented in a supermarket setting) included choice making, embedding, functional communication training, building tolerance for delay of reinforcement, and presenting discriminative…

Positive reinforcement (food) presented both regularly and variably was effectively used to reduce self-stimulatory behavior in a 12-year-old profoundly retarded visually impaired male over a 2-month period. The improved behavior was maintained after the summer break and into the new school year. (DB)

A study involving four boys (9 to 14 years old) labeled as emotionally handicapped was conducted to examine the effect of a verbal cueing technique (involving an illogical statement which evokes psychological reactance) on behaviorally disordered children. Illogical statements made by the teacher produced positive change in target behaviors (such…

A teacher training model designed to provide teachers with skills to successfully implement individualized programing in at least one academic area at the end of a 6 month instructional period was instigated with 17 second grade teachers. (SBH)

Reviews the use of behavior modification to control behavior problems in secondary schools. The literature reviewed demonstrates the effectiveness of behavior modification with both average and very difficult students. Describes behavioral techniques, such as group contingencies, home-based reinforcement systems, and contingency contracting, as…

Satiation, over-correction and differential reinforcement of other behavior resulted in the elimination of chronic clothes ripping by six institutionalized mentally retarded emotionally disturbed adolescents. (CL)

Effects on the academic and disruptive behavior of special education pupils after adding a cost contingency to a token reinforcement procedure were examined. Response rates were higher when response cost was added than during either the baseline or token reinforcement contingency. (Author/MV)

Available from: Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills, California 90212. Presented are guidelines for the identification of target behaviors and suitable intervention techniques by therapists using behavior modification techniques. (IM)

Off-task and disruptive behavior in two fifth graders decreased rapidly during an intervention in which, working in dyads, they served either as peer monitors or point earners. Peer-monitor and point-earner roles, when alternated on an every-other-day basis, were equally effective in reducing inappropriate behavior. (Author/JW)

The scope and incidence of school-based aggression, specifically physical and verbal assault, are noted. Interventions discussed include: contingency management (reinforcement, ignoring, response cost, timeout, peer procedures, and aversive consequences) and self-management procedures (social skills training, problem-solving training, and…