Discussed are some techniques available to the parent trainer that utilize behavioral principles to teach behavioral principles. (SBH)

A six-week contingency management program to improve classroom behavior of learning disabled high school students climaxed in a two-day camping field trip. (A detailed trip log is included.) (PHR)

Described are the principles and procedures of Project ADVANCE (Alternate Design for Vocational and Necessary Cognitive Education), a behavior modification program for severely emotionally disturbed children (14 to 20 years old). Among program components are contingency management contracts, a highly structured token economy, the educational team…

A structured, student-centered approach to teaching hyperactive, emotionally disturbed children involves a contingency between instructional activities and play-time that is gradually faded out. During the instructional phase, behavior modification techniques are applied to shift students' behavior from external to internal control. Therapeutic…

Three children with reading difficulties increased their reading skill through a contingency program involving "happy face" charts and the opportunity to contribute to a class mural. (CL)

A preschool child's participation in group singing systematically increased after individual training sessions were conducted outdoors during regular recess. The experimental design was a controlled individual analysis, multiple baseline design across different songs. (Author/ED)

The booklet provides information on a number of strategies for teachers to use in managing disruptive behaviors in the classroom. In the first section several approaches (such as token economies) are discussed that pertain to the general, comprehensive management of classes. Included in Section II are several strategies (including taking away…

This study investigated the effectiveness of behavior modification techniques used in a 16-week summer remedial reading program for primary-level students. Ten elementary teachers enrolled in an introductory graduate course in diagnostic and remedial reading received eight hours of training in the use of behavior management techniques:…

Described is the use of motivational strategy for instruction in remedial handwriting, and explained is the use of specific behavior modification techniques with a group of 10 students (9 to 11-years-old) with poor handwriting. (IM)

This paper reviews teaching strategies that may facilitate independent performance on the part of preschool children with disabilities. Among these are environmental arrangements (schedules, staff assignment, room arrangement); antecedent prompts (instructions, time, task); peer-mediated interventions; and consequent events. (Author/DB)

Reviewed is research concerned with the vocational habilitation of severely and profoundly retarded adults, particularly ways to train the requisite job skills and increase performance of existing skills to appropriate rates. Noted are reports of training programs in which severely retarded Ss were taught complex skills such as assembling a…

Examined are the implications of independent ambulation for severely retarded children and reviewed is the literature describing behavioral interventions which facilitate walking. (Author)

The text is designed for a course in the application of behavior modification techniques with handicapped children. The first part considers eight elements of the behavioral approach, including describing behavior precisely, recording behavior, arranging consequences, and teaching new behaviors. The second section, a practicum outline, provides…

The same techniques of behavior modification that can be used by teachers to manage student behavior in the classroom can also be used by supervisors to alter the behavior of teachers. In both cases, it is necessary for the supervisors and teachers to focus primarily on the individual's behavior itself, rather than on what causes that behavior. To…

Rates of verbalizing by three children exhibiting moderate to severe language delays (delays of six months to two years) were increased through the systematic use of mands for verbalization, models for verbalization, and contingent positive consequences following utterances. Daily samples of each child's speech were collected during free play…