A School Adjustment Program (SAP) which began in 1966 is the focus of a paper which describes the program (now serving emotionally disturbed children from ages 5 to 15 in six classrooms) and compares it to the program used by Hewitt. The behavior modification procedures and individualized programing used in the classes are discussed. Research…

Teachers used a combination social, object, and token reward system to reduce hitting by 82 percent, spraying noises by 94 percent, name calling by 91 percent, and calling out by 99 percent. There was no evidence of symptom substitution"; positive effects on class work and achievement were noted. (Author)

The document is the fifth in a six part research report on the assessment and treatment of deviant behavior in children. In attempting to reprogram a social environment so as to maintain behaviors modified in an experimental setting, researchers felt that it was essential that the reprograming take into account the teacher's role as a controlling…

B. F. Skinner's suggestions concerning control of society are discussed with reference to the kinds of control already taken over children and students. An emphasis is placed upon the behavioral goal as a necessary characteristic of educational and child rearing procedures. It is suggested that a prejudice against the young allows us to use…

Designed to be of help to classroom teachers who may not be trained in the application of operant conditioning methods to classroom behavior, this guide to behavior modification attempts to provide practical suggestions which have been validated in research studies. Contained in the guide are descriptions of some common elementary classroom…

Management procedures were successfully employed to decrease the frequency with which first-grade children left small instructional centers. Observations made on the percent of the children's appropriate social and academic behaviors showed increases during the modification conditions. Also, the time the teacher spent in responding to…

A token and social reinforcement system was used with an 8-year-old special education student to increase on-task behavior during reading and mathematics (SBH)

Study results show that investment of time by a counselor in working with a teacher to help reduce disruptive classroom behaviors is time well spent. Not only is the teacher better able to cope with the specific behavior problem of the moment, but she has insights for future handling of classroom problems. (CJ)

Presented are nine short papers concerning teacher role in effecting behavioral modification in the mentally handicapped student. The paper on functional analysis of behavior discusses use of reinforcers, changing reinforcer strength, reinforcement schedules, and discriminative stimuli. A continuation paper on functional analysis of behavior…