The article discusses the value of teaching self-monitoring skills to students with mild behavior disorders and offers specific strategies for teaching them to use the process. Among procedures recommended are to define the behavior explicitly, simplify behavior counting and recording, and practice the process. (CL)

A nonaversive technique was used to teach a severely handicapped woman to decrease her refusals. The technique employed precision teaching via precise daily measurement strategies, environmental analysis, and a focus on building appropriate behavior. (JDD)

Identified are misconceptions of behavior modification procedures according to which behavior modification is connected mistakenly with noncontingent reinforcement, partial change of a teacher's behavior, decelerations of inappropriate behaviors only, dependency producing technology, teacher dominated activity, a single type of classroom…

A successful behavior modification technique using a punch card to reward good behavior has been developed to teach exceptional children new academic, social and emotional behavior. (Author/CL)

Examined are approaches that teachers are said to have found useful in early intervention with handicapped preschool children. (CB)

Three techniques--the daily report card, contract card, and grade point credit--are described for modifying the tardiness of learning disabled secondary students. (CL)

An instructional interaction model for use with severely handicapped students is presented. The three stages in the development of instructional management are described, and it is explained that the model is designed to increase interaction between the teacher and students to facilitate the student's acquisition of a specified behavior. (PHR)

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)

The article examines options in social skills training for students with mild disabilities. Described are behavioral interventions and five packaged curricula. Among eight guidelines for evaluating a package are efficacy of approach, cost, and concern for generalization. Teachers are encouraged to teach social skills both directly and incidentally…

Skill-streaming, based on the behavioral technique of structured learning, promotes social behaviors among behavior disordered students by systematically providing sequenced steps, role playing, feedback, practice in real-life situations, and reinforcement. Students evaluate their own performance on homework assignments. (CL)