Two short (20-second and 60-second) overcorrection procedures were effective in suppressing stereotypic behaviors of a 7- and a 12-year-old autistic student. (CL)

Fading allows counselors to assist children in acquiring, with minimal frustration and errors, independent behavior at an age earlier than previously thought possible. Beginning responsibility training at an early age will enhance the development of the pupil's capacity for self direction and will increase decision making skills. (Author)

Behavioral self-management techniques offer counselors a viable consulting procedure for use within a classroom structure in which teachers and supportive staff are constantly being confronted with attending behavior problems. (Author)

Teachers at two elementary schools conducted behavior modification projects in their classrooms to verify the existence of reciprocity between the amount of reinforcement given and the amount received. Their findings, following approximately four weeks, suggest that such a relationship exists. (Author)

Examines the effects of training second grade boys identified as impulsive (on a matching familiar figures test) to use a more analytic approach in processing stimuli. (CM)

Results indicated that, despite SES group variation in level of performance, improvement (when it occurred) was evident for both high and low SES groups of children referred for classroom problems. (Author/SW)

A seven-year-old emotionally disturbed boy with some features of the hyperkinetic syndrome was placed on a double-blind placebo control program to assess the effects of psychoactive medications (Ritalin and Dexedrine) on academic and social behaviors. (Author)

Reports that no short term effects were found in children's physical or verbal aggression scores as a result of their exposure to violent comic books. (Author/FL)

A study tested whether four students with mental retardation would substitute task-related behaviors for stereotypic behaviors when opportunity for active responding did or did not match level of motoric responding in a free-operant baseline. Students did substitute behaviors, with stereotypic behaviors occurring 1.5-14 times as much in the…

Twenty hyperactive 6- to 9-year-old children of normal intelligence were studied in a half-day laboratory classroom in a double-blind condition in which half the Ss were placed on Ritalin and half on placebo. (Author/CL)

Shows that shifts in children's organizing behaviors occur relatively independently of changes in ability. (RL)

The author contends that the application of structure and reinforcement will effectively eliminate hyperactivity in most classrooms. If these procedures do not work it is very likely that the child does not have the component skills necessary for completing the academic materials. In this case, it is probably best to keep the hyperactive child on…

Cites research showing individual reactions to bright and dim light in the classroom. Shows individual susceptibility to extreme negativism in inappropriate lighting conditions and suggests that students' predispositions for illumination be identified. Notes that restless, fidgety youngsters should be placed into softly lit sections, with the…

A strategy for teachers and consultants which moves from less to more intrusive interventions is described and demonstrated with a case example. Private feedback was ineffective in reducing a child's inappropriate behavior, but introduction of public feedback resulted in a decrease in inappropriate behavior to below the class average. (Author)