Results of an interdependent group contingency regimen with a fourth grade limited English proficient class indicated that the reinforcement contingencies were associated with significantly greater spelling scores than the baseline contingencies. (Author)

Results indicated that free time was a very effective reinforcer and that, under the token program, the students (two 7 and 9 year olds who rarely completed assignments) increased their task completion. (Author)

The paper describes a program in which the rate of accurate response by six special education students (10 to 13 years old) to multiplication fact questions was increased by the application of contingent reinforcement procedures. (Author)

The overall results indicated high academic performance under either contingency arrangement when compared to a nontreatment baseline condition. Comparisons between the individual and group contingency conditions revealed a slightly higher number of words spelled correctly during the group contingency procedures. (Author)

When the effectiveness of free time and daily report card systems on assignment completion and accuracy of four junior high school special education students were compared, results indicated that both procedures improved students' performance. (Author)

A literature review identified generic and specialized competencies for teachers of learning disabled, emotionally handicapped, and educable mentally handicapped students. Core competencies included teacher-directed instruction, active academic responding, contingent reinforcement, and adaptive instruction. Specialized competencies for each…

Examines self-control interventions considered effective in improving the performance of mentally retarded persons in acquiring, maintaining, and generalizing learned tasks. Studies employing self-monitoring, self-reinforcement, and antecedent cue regulation (self-instruction and picture cues) are cited. Picture cues are recommended as the most…

A creative writing program using a token reinforcement approach for six 10- to 12-year-old students with learning and behavior problems resulted in increased output of written words, reduced spelling errors, and improved composition quality. (CL)

A 14-year-old student with moderate retardation rode a stationary bicycle, while rotation of the bicycle wheel operated one of three consequence conditions (television, flashing lights, or vibrator sound). Vibrator sound was the most potent reinforcing consequence. The activity led to the development of exercise behavior with a minimum amount of…

Frequency of rule violations was tabulated for two mildly mentally retarded and two learning disabled males (ages 9-11). All four received social skills training, and two additionally received contingency management intervention. Post-intervention data on rule violations and teacher approval ratings for observed social skills yielded mixed…