This study on behavior modification training examined the effect of frequent feedback to reinforce a teacher's attending to appropriate child behaviors. Two Head Start teachers were selected as subjects. Baseline observations, training, and posttest observations were made of both teachers. Training involved feedback to the teachers every 10…

Explores the question of how generous or altruistic behavior can be encouraged in the elementary school classroom. Cities social learning theory and research which demonstrates the importance of providing models of generous behavior. (BF/JH)

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)

Strategies typically used for teaching academic skills can also be used to teach disabled children to become more socially competent. They include modeling, strategic placement, correspondence training, rehearsal and practice, positive reinforcement/shaping, prompting and coaching, positive practice, and multimethod training packages. (VW)

Described is a structured approach to managing behavior and increasing socialization skills of severely disturbed children in primary and adolescent classrooms. It is noted that manual signing accompanied by verbalization, gesture, and physical assisting is used to communicate behavioral expectations in the primary class; while in the adolescent…

Presents a case study of a 4-year-old girl, considered a high adult-low peer interactor, whose behavior was modified by the indirect method of priming and reinforcing. (ED)

Research and development work performed by the authors as employees of the Central Midwestern Regional Educational Laboratory is treated in this book concerning the acculturation processes through which children develop the essential human characteristics, in particular, the humane processes of humanization. The 10 chapters of the book are: 1.…

WRITTEN FOR ATTENDANTS, VOLUNTEERS, PROFESSIONAL PEOPLE, AND PARENTS, THIS MANUAL PRESENTS PRINCIPLES AND METHODS FOR TEACHING THE MENTALLY RETARDED TO BE AS INDEPENDENT AS POSSIBLE. THE FIRST SECTION PROVIDES GENERAL INFORMATION ON THE DEVELOPMENTAL CHARACTERISTICS OF NORMAL CHILDREN AND CONTRASTS THESE WITH SOME OF THE NEEDS OF THE RETARDED.…