This study replicated a social skills training program previously designed to eliminate verbally aggressive behavior in six institutionalized elderly, by substituting physical acts of aggression for verbal ones. The treatment package consisted of instructions, modeling, role playing, and feedback. Dependent measures included confirmed incidents of…

Two treatment components were manipulated in this study: (a) contingency contracting with parents and (b) the order in which problems of varying difficulty were treated. The meaning of convergence and discrepancy among data sources is discussed with regard to individual cases and the sample as a whole. (Author)

Provided are some of the guidelines used in the Village School Behavior Modification Program for children with behavior problems in Bergen County, New Jersey. Included are definitions of the terms "emotionally disturbed" and "socially maladjusted", descriptions of some behavior modification techniques used, copies of forms and…

This case study reviews the literature related to diet, behavior and learning and describes procedures and results of a change in the diet of an adolescent girl who had an extensive history of problems at home and at school. Studies of nutritional deficiency, nutritional imbalance, allergies, and synthetic food additives are briefly overviewed.…

Two contingency systems, individual and group, were evaluated for their effects on children's behavior during small group meetings. A group of 48 children, ages 8-14, attended a seven-week residential camp program operated on a token economy system. Ratings of the campers' behavior were made by the counselors on a five-point rating scale at the…

This paper attempts to provide a brief overview of the diagnosis, etiology, and treatment strategies presently being used with atuistics. Discussion of treatment strategies revolves around the use of operant techniques; from Lindsley and Skinner (1954) to more recent attempts of Lovaas (1976). Generalization and maintenance are also discussed in…

Methods are described for the classroom management of disruptive children, defined as those who cannot be classified as emotionally disturbed or mentally retarded but who, either periodically or chronically, cause problems in classroom management or discipline. No attempt is made to provide exhaustive theoretical background, but, rather,…

The study involving 60 children (grades 2 to 8) tested the hypothesis that both aggressive and withdrawn children would benefit from participating in brief daily learning sessions with peers having similar behavioral problems. Ss were divided into three groups: tutors, tutees, and controls. Tutors learned how to correct and reinforce their…

This monograph examines the component parts of behavior modification, initially defining the problem behavior and drawing a difference between specific observable behaviors (the focus of behavior modification), and the interest of Freudian and similar psychologies in unobservable internal processes. Instrumental learning related to shaping in…

Discussed are general and direct strategies for developing behavioral and academic self control in children in inner city classrooms. Reviewed are traditional classroom management practices in terms of nonmanagement, overmanagement, and mismanagement. Effective general strategies recommended include modeling by the teacher and behavioral…

This seminar paper reports case studies in the successful use of adult social reinforcement to modify problem behaviors of individual children in the Laboratory Preschool at the University of Washington, Seattle. After initially determining that teacher behavior functioned as a reinforcer in accordance with reinforcement principles, it became…

The results of many investigations have demonstrated that the systematic application of behavioral modification principles can be effective in bringing about behavior change in educational settings. However, most school-oriented practitioners do not have the time, facilities, or personnel to employ the necessary techniques. After a half day…

Presented is the final report of a 3-year Title III program which provided approximately 50 emotionally disturbed children (6- to 14-years-old) with special classes (10 pupils per class) utilizing behavior modification techniques and precision teaching. Explained are the project purpose of providing an instructional setting for children totally…

Described is the 3R (reality, reeducation, and responsibility) program to remediate inappropriate behaviors and academic deficiencies in socially and emotionally maladjusted elementary aged children. The major goal of the project is seen to be the successful return of the student to usual school routines and the regular classroom. Specific…

The author describes a counseling technique which: (1) is based upon behavior theory and treats acts and thoughts as operants, and anxiety as a respondent controlled by classical conditioning; (2) entails in vivo desensitization, requiring the construction of a hierarchy of anxiety-producing situations which can be enacted; (3) uses peer- or…