The efficacy of reading remediation, which emphasizes phonic decoding, was examined in 61 children (ages 7 through 13 years) with pure reading disorders. Comparisons between pre- and post intervention data clearly support the efficacy of remediation. (MP)

An observation code was found to discriminate reliably between correct and incorrect behavior modification skills of 12 parents of developmentally disabled children (two to six years old). Parents were more proficient teachers after a training program focusing on behavior change principles and language acquisition. (CL)

Parent training as a mode of therapeutic intervention with children is examined. Five major approaches to parent training are reviewed; behavioral, Adlerian, interpersonal communications, parenthood education, and bibliotherapy. An illustration of each approach is presented with additional citations of the relevant literature. (Author/RL)

Eight hyperactive children (6 to 11 years old) were treated with a behavioral intervention focusing on teacher and parent training over a period of 5 months. The results suggested that the combination of psychostimulant medication and behavior therapy may be more effective in the short term than either treatment alone. (Author)

Evaluated the effects of a self-management intervention on the disruptive behavior of a first-grade student. Analysis indicated that low adult attention set the occasion for disruptive behavior. A self-management intervention, in which the child received adult attention contingent on appropriate behavior, reduced disruptive behavior. Implications…

Evaluates the effectiveness of a peer intervention for disruptive behavior which was based on the results of a classroom-based functional analysis. Results indicate that peer attention, rather than teacher attention or escape/timeout, was associated with the most disruptive classroom behavior, suggesting that peer attention can reduce such…

Meta-analysis of 482 empirical studies on treatment of problem behaviors of individuals with mental retardation found that externally destructive behaviors are less successfully treated than socially disruptive and internally maladaptive behaviors. Also, response contingent procedures were significantly more effective than other procedures.…

Three experiments involving three adults with profound mental retardation whose self-injurious behavior (SIB) was maintained by automatic reinforcement, examined interactions between stereotypic SIB and the manipulation of objects that appeared to provide substitutable sources of reinforcement. Attempts to reduce SIB using the preferred objects as…

A study of three individuals with self-injurious behavior (SIB) evaluated a device designed for restraint fading with individuals who display hand-to-head SIB. Results demonstrated that stimulus control of SIB occurred in all individuals subsequent to restraint fading. The study also examined the effects of the rigid arm sleeves and restraint…

Two studies investigated self-injurious behavior (SIB) in a man with profound disabilities. Results indicated that the rate of SIB varied depending on contextual conditions and behavioral state, and a treatment plan that involved manipulation of the environment depending on behavioral states and the use of Fluphenazine reduced SIB. (Author/ CR)

Examines contextual variables that affect treatment integrity. Considers change agent contingencies and describes a matrix of social interaction patterns among target children, direct change agents, and indirect change agents. Proposes that strategies described in the literature are equally applicable to change agents that increase fidelity of…

Analysis of 117 research articles reporting use of behavioral interventions with single subjects with autism concluded that behavioral treatments are effective in reducing problematic behaviors. Type of target behavior and type of treatment did not moderate average treatment effect. Reliability of observation, number of treatment data points, and…

A self-recording procedure to help three third grade behaviorally disordered students walk directly from regular to special education classes was evaluated. Students chose from an array of reinforcers for use when they had reached the classroom within a specified time. The intervention was effective in increasing the number of days students walked…

Reports on the results of a survey designed to explore the views of educational psychologists about their use of behavior modification with clients. Summarizes the responses of a random sample of educational psychologists practicing in the United Kingdom. Finds that most respondents do not implement behavior modification in the traditional manner.…

This commentary on EC 608 302, which discusses behavioral research methodology involving individuals with developmental disabilities, argues that a clear distinction must be made between methods and models, there is a need for more broadly focused intervention studies considering the body of applied practical knowledge, and differences in research…