Described is a milieu teaching approach to language development of young handicapped children. The method involves prompting and contingent delivery of reinforcers during normal language interactions in such classroom settings as free play, lunch, or instructional periods. (MC)

The Institute at Virginia has focused its efforts on learning disability (LD) children with attentional problems with emphasis on cognitive behavior modification techniques. Studies included investigations of metacognition, information processing, self-recording of task-related behavior, and strategy training. Adult-child interactions and…

Six overweight female mentally retarded adolescents and adults were in a behavioral weight-reduction program which involved instructiog mothers in seven group meetings and Ss themselves in six group meetings. Results showed that treatment group members lost significantly more weight than did control group members according to all three dependent…

The case report describes the speech and language charactersitics of a five-year-old girl with Prader-Willi syndrome, a congential disorder (characterized by mental retardation and specific physical characteristics), and the language therapy procedures used over a 10-month period. (Author/SW)

A comparison of the effects of methylphenidate (Ritalin) and response cost in reducing the offtask behavior of two boys (7 and 8 years old) with attentional deficit disorders and hyperactivity revealed that response cost (with free time as the reinforcer) was superior to Ritalin in increasing ontask behavior and improving academic performance.…

Two studies evaluated the use of protective equipment in treating self injurious behavior (SIB) exhibited by three retarded adolescents. Results suggested that contingent protective equipment and differential reinforcement may be effective in reducing chronic self injury. (Author)

Eleven studies of behavioral treatment approaches used to intervene with abusive parents are reviewed and compared according to methodology, results, and weaknesses (such as poor definitions, lack of outcome data, and need for long term followup). (CL)

Presents a study investigating whether behavior modification techniques applied by the instructor could reduce fudging of results in final reports of student self-modification projects. In the experimental group, 40 students in college-level introductory applied behavior analysis classes were required to submit weekly graphs, charting behavior…

Describes an experiment to determine if college students could be stimulated to undertake additional self-modification projects after completing similar projects in personal adjustment courses. Student responses to questionnaires indicated that experimental group students, who were required to submit plans for additional projects, were more likely…

Compared the efficiency of cognitive-behavioral therapy, emphasizing self-instruction and attention-focusing techniques, with behavior rehearsal and with a waiting-list control in the treatment of debilitating musical-performance anxiety. Multivariate analyses indicated that both the cognitive-behavioral therapy and behavior-rehearsal programs…

Argues that the one portion of behavior modification that educators least understand is negative reinforcement. Discusses the advantages of this technique. (FL)

That psychoanalytic theory has not been displaced by the behavioral theory of neurosis is remarkable in view of the persuasive evidence that exists for the efficacy of behavior therapy. One reason for this seems to be the persistence of widespread misperceptions of behavior therapy. (Author)

Moderately depressed females (N=26) were assigned randomly to assertion training or delay-control groups. Experimental subjects became significantly more assertive and engaged in more activities than controls, and effects of treatment continued after treatment ended. Eight weeks after treatment, the experimental subjects' scores indicated…

Compared effectiveness of counterconditioning and self-control models of systematic desensitization in reducing targeted and nontargeted anxieties. Treatments were equally effective in reducing and maintaining reduction of targeted anxiety, debilitating test anxiety. (Author)

Test-anxious students were assigned to a core treatment (Meichenbaum's cognitive behavior modification and study skills training) alone, with videotaped modeling, with rehearsal modeling, or under control conditions. No treatment led to significant academic performance improvement, a finding consistent with many test-anxiety studies using grades…