The use of operant techniques in the classroom, especially with slow learners, was investigated, and several types of reinforcement were compared. Subjects were 129 fourth graders enrolled in a middle school in a disadvantaged rural Florida community. The subjects were stratified by race, sex, and homeroom and were randomly assigned to one of five…

Behavior modification procedures appropriate to the classroom for altering socially deviant behaviors in young children are described. In the first section (Teachers, Peers and Parents as Agents of Change in the Classroom), the classroom is not only the focus of study but also the setting in which treatment, in the form of intervention programs,…

Seeking to provide information for students and teachers on reasons for studying Russian, this pamphlet discusses five major areas: (1) nature of the subject itself, (2) place of Russian in a liberal arts curriculum, (3) a history of Russian studies in the United States, (4) career opportunities, and (5) a brief survey of the teaching of Russian…

According to a recent survey conducted under ESEA Title I, approximately 35 percent of the pupils attending Coan School were from low income families. Title I provided the services of a lead teacher and ten educational aides to allow more individualized instruction for these pupils. An informal reading laboratory continued to be maintained. Pupils…

Visitors to a public museum were asked to study a museum exhibit and to answer programed questions using a punchboard coordinated with an audio cassette. The audio portion pointed out relationships in the exhibit and directed a visitor's attention, as well as confirmed his answers to the punchboard questions. Some visitors used the audio cassette…

The report describes an academic, compensatory education preschool program for educable mentally retarded children 3-5 years of age. Goals are to teach, through behavior modification techniques, language skills and behavior patterns necessary to succeed in school. Language teaching is based on an adaptation of the Bereiter-Englemann method, and…

Presented are 12 programed instruction exercises in writing letters of the alphabet, spelling words, addition, numeral-number association, subtraction, color words chart, answering basic questions about stories, sentences, paragraphs, and paragraph titles for elementary school children who demonstrate a learning disability and/or behavior problem.…

The author uses a developmental model (1) to describe the developmental reinforcement process as it occurs in a child's life, using a hierarchical concept, and (2) to discuss some educational consequences of a reinforcement deficit. The developmental reinforcement process is composed of a hierarchy of four levels. Development takes place in…

A description of units, including materials and techniques, used in secondary school French classes in Norway. The basis for selection of materials was student interest and motivation. The units appealed to the students' intelligence, imagination, sense of play and of group. Several samples are given. (Text is in French.) (AMH)

One member from each of two object pairs was assigned as a reinforcer during a generalized requesting intervention using manual signs or graphic symbols with two severely handicapped learners (age 18). Prior generalized request training and reinforcer use did not influence effectiveness of later instruction in acquisition and generalized use of…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

Suggestions for teachers who wish to increase academic learning time for learning-disabled students include: reducing transition time; shortening recess or free time; creating more teacher-led instructional groups; teaching more and testing less; increasing teacher questioning; increasing teacher enthusiasm; improving seatwork tasks; giving…

This study examined the effect of increasing the frequency of positive self-referent verbal statements upon both overt and reported self-esteem in children with adjustment problems. Subjects were boys in special schools. Results showed a significant difference in overt self-esteem, but not in other dependent variables. (LMO)

The music teacher must have regard for the self-concept of each student. Enthusiasm and positive encouragement yield the desired outcome more quickly than negativism. The way a teacher perceives himself or herself is also important. Teachers with positive self-concepts can more easily aid students build positive and realistic self-concepts. (RM)