Modeling and direct instruction were used to train children to cooperate rather than compete. Children in treatment conditions showed significantly more cooperation than did control groups after immediate assessment. Seven weeks later age but not treatment differences were observed in generalization of training. (Author/DB)

In a single case study which incorporated a reversal within a multiple-baseline-across-subjects design, two women presented individual children (N=3) with eight natural-appearing opportunities to behave prosocially in each session (two opportunities each of helping, sharing, teaching, and sympathy). The training procedure involved a standardized…