Describes a behavioral skills training model aimed at decreasing feelings of powerlessness often experienced by women. Feedback questionnaires suggest the training is effective in helping women attain their goals and use more direct forms of power. Cognitive change was a motivating factor. (JAC)

Examined the relationshp between the degree of support obtained from building principals (N=9) and the effectiveness of the counselor-consultant in facilitating a program to reduce vandalism. Results showed that schools with the highest principal support were most involved in the program and most successful in reducing vandalism. (JAC)

Presents an overview of behavior modification, and discusses ethical misgivings pertaining directly to the use of behavior modification in institutional drug treatment programs. Raises questions about the danger of social control,and informed consent. Concludes with a reexamination of aversive therapy and a plea for professionalism. (JAC)

The follow-up data reported a long-term (three to nine years out of treatment) evaluation of 40 children who were clients of the Regional Intervention Program (RIP) for disturbed students from 1969 to 1978. (Author)

Illustrates the use of a response cost token system to decrease inappropriate behaviors of mainstreamed students in the regular classroom. Data were taken on a student's inappropriate request for teacher attention and another student's inappropriate verbalizations. Employed a reversal design. Results showed response cost token system as effective.…

Assessed the effectiveness of covert modification procedures in an assertion training program. All treatment groups were superior to the control in behavioral ratings of assertiveness during the posttest in those situations that had been employed previously in treatment; two were superior in those that had not been used, providing evidence of…

Presented are some practical, ethical, and legal challenges to the token economy system in a critical look at behavior modification in classrooms. (Editor)

The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)

A study of three elementary school boys (ages 8-11) with attention deficit hyperactivity disorder, who were already receiving pharmacological treatment, investigated the effects of using a self-monitoring procedure to enhance their on-task behavior. Results found all three subjects increased in on-task behaviors when self-monitoring was used.…

Outdoor behavioral healthcare (OBH), using wilderness therapy and related outdoor programming, is an emerging treatment for adolescents with behavioral, psychological, and substance abuse disorders. A literature review examining OBH outcomes related to self-concept, interpersonal skills, substance abuse, criminal recidivism, and behavioral and…

College counselors can play an important role in implementing brief strategies that will motivate students to stop smoking cigarettes. Provides an overview of motivational interviewing, a specific protocol that can be applied to college student smoking. Also presents preliminary evidence of the success of this approach in promoting abstinence from…

Evaluated the impact of online, stage-based materials on exercise behavior and stage of readiness to change. College faculty participated in stage-based, action-message, or control groups. Occupational and leisure activity, 7-day physical activity, exercise self-efficacy, and stage of readiness to change were assessed at baseline and 6 weeks.…

Forty-two children (ages 2-15) with autism were randomized in to two groups. One group received 2 IU/kg of intravenous synthetic human secretin at the first visit, followed by a saline placebo at week 6. The other group received treatment in the reverse order. Children showed no differences on assessments. (Contains references.) (Author/CR)

The study reduced the disruptive behaviors of students in 2 elementary physical education classes, including an alternative education class containing 14 fourth and fifth grade boys with severe behavior problems. A modified time-out procedure was used to reduce frequency of disruptive behaviors by 95 percent. (Author/DB)