Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included…

This series of papers was presented in a symposium on behavior therapy. Each paper represents a separate study focusing on one aspect of behavior modification. The issue of reinforcement is prominant with regard to its type and source. Methods of self-reinforcement and older-peer modeling are studied. The suggestion that subjects who reinforce…

Paper presented at Conference on New Approaches to Behavioral Research on Smoking sponsored by the American Cancer Society in Tucson, Arizona, on March 30 and 31, 1972. (DS)

Results supported the hypothesis that first graders whose self-verbalizations contained an instrument rationale (e.g., "If I wait, I'll get another cookie") would delay gratification longer than those whose self-verbalizations contained a moralistic rationale (e.g., "It is good to wait"). (MP)

The effects of two types of self-determined reinforcement contingencies on children's test performances were investigated and compared to each other and to externally determined contingencies. Suggested that self-management that includes self-determined contingencies of reinforcement procedures may provide useful techniques. (Author)

College students, 48 males and 48 females, were interviewed about attempts to self-control overeating, smoking, studying, or dating. Results indicated successful self-controllers used more techniques for longer periods of time, use of self-reinforcement procedures was an important discriminant of successful self-management, and methods varied…

Modeling, self-verbalization, and self-reinforcement techniques were used to train 18 hyperactive children (6-10 years old) in more effective and less impulsive strategies for approaching cognitive tasks, academic problems, and social situations. (Author/SBH)

Continuous self-monitoring (CSM) was compared with a demand characteristics control condition (non self-monitoring), with intermittent self-monitoring (ISM) and with another control condition. It was predicted that both self-monitoring conditions would produce effects over and above the demand characteristics inherent in the self-monitoring…

A self-evaluation program was implemented at home with a disruptive boy (five years, 11 months old). The self-evaluation procedures typically resulted in increased compliant behavior and decreased inappropriate verbal behavior, although the effects generally weakened with time. (Author/SEW)

A nursery school teacher received three types of training in self-observation skills, which were compared with regard to their effects on the accuracy of the self-observations. Minimal training consisted of a brief description of the behaviors to be recorded. The feedback condition incorporated daily information about the accuracy of the…

The notion that certain systems of reward may inhibit children's desire to participate in educational activities was investigated by reviewing recent research on intrinsic motivation. This research was critiqued from four theoretical perspectives: self-perception theory, personal causation, the overjustification hypothesis, and behavioral…