Background: Several researchers have reduced engagement in stereotypy in individuals with intellectual disability and deafblindness using interventions containing a punishment component. The purpose of our study was to examine whether we could produce reductions in stereotypy in an individual with Cornelia de Lange syndrome and deafblindness by…

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect…

Response blocking, differential reinforcement for the omission of behavior (DRO), and a cuing technique were used with a profoundly retarded deaf/blind boy to reduce his stereotypic behaviors. Treatment was used for three high rate stereotypic behaviors and was found to be effective with each. (Author/CL)

This article focuses on the use of "extinction" as a classroom behavior modification technique: whether or not the counselor should suggest its use in a given situation and how to insure its maximal effectiveness once it is chosen as an appropriate procedure. (Author)

A single-case study is presented to demonstrate the utility of the simultaneous treatment design to modify the behavior of a first-grade male. One teacher and her aide recorded data and administred the program. (Author)

A case study is presented in which aggressive behavior of two pre-school boys on a nursery school bus was modified by the introduction of a negative punishment contingency in which the Ss were told they would be detained on the bus until the second time the bus passed their house (delay of reinforcement) if abusive behavior occurred. (Author)

Overweight patients on a token economy psychiatric ward were reinforced with tokens, off ward privileges and social approval for meeting a weight loss criterion of three pounds per week. The progress of two subjects, both chronic paranoid schizophrenics, is described. The procedure appears to be effective. (Author)

A 13-year-old learning-disabled subject received a daily amount of trading stamps contingent on school attendance. Results showed a significant decrease in truancy from three to four days per week to less than one. A reversal design indicated that truancy could be controlled by the contingency procedure. (Author/GDC)

A boy with severe mental retardation was unresponsive to his environment and spent 80% of his day body-rocking. Stereotyped body-rocking was greatly reduced via differential reinforcement of incompatible responding (DRI), physical restraint, and reprimand. (JDD)

This study used time-out (TO) as the primary therapeutic intervention with a 13-year-old highly aggressive male in a public school setting. TO was used over a 10-week period with extinction of the specified behaviors occurring after the seventh week. During an 8-week follow-up only three instances of the aggressive behaviors were observed. (Author)

A demonstration Head Start class enrolled 12 to 15 children with problem behaviors. The class utilized behavior modification procedures with individualized programing and natural contingencies. Favorable results were noted; three case studies presented concern an aggressively disruptive child, a severely withdrawn child, and a child whose total…

Case studies of two 8-year-old stutterers describe the use of positive reinforcement for 30-second intervals of speech fluency. (CL)

A twelve-year-old profoundly retarded, self-abusive and assaultive child who did not feed himself was motivated to feed himself and modify undesirable responses within eight days. (Authors)