In a mother-operated intervention'' program in Tennessee, behavior modification techniques are being applied to children with severe behavior problems. (Editor/SP)

Argues that behavior modification represents the use of a series of scientifically verified techniques that could be used to promote more effective learning of both social and academic subject matter. The author maintains that a behavioral approach fails to help the teacher decide why, what, and who is going to learn. (Author/JF)

A twelve-year-old profoundly retarded, self-abusive and assaultive child who did not feed himself was motivated to feed himself and modify undesirable responses within eight days. (Authors)

Identified are misconceptions of behavior modification procedures according to which behavior modification is connected mistakenly with noncontingent reinforcement, partial change of a teacher's behavior, decelerations of inappropriate behaviors only, dependency producing technology, teacher dominated activity, a single type of classroom…

Reduction of environmental stress by altering utilization of living space and increase in availability of varieties of sensory stimulation were successful in improving severe behavioral problems of institutionalized profoundly and severely retarded adults. (KW)

An 11 year old Blind, Retarded male, was treated for self abusive behavior by creating a feeding response incompatible with it. When head beating had been eliminated at feeding time, additional techniques, involving rewards, were used to extend its elimination beyond the eating situation. (Author)

Teachers used a combination social, object, and token reward system to reduce hitting by 82 percent, spraying noises by 94 percent, name calling by 91 percent, and calling out by 99 percent. There was no evidence of symptom substitution"; positive effects on class work and achievement were noted. (Author)

Precision teaching techniques were applied in planning and carrying out projects to alter three behaviors of a 7-year-old boy with learning and behavior problems. (KW)

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)