Presents a scale of thirteen positive and seven negative statements designed to measure attitudes of teachers toward behavior modification. Results of the item analysis indicate that the individual statements discriminate very effectively between high and low-scoring groups. (Author/PC)

This paper presents rationale, methodology, and implications for using action plans to facilitate behavior modification of college students in marriage education courses. Case studies are given as illustration of how action plans may be implemented. (Author)

Participants were divided into three groups: (a) control group, (b) Treatment 1 involving the application of learning theory plus group therapy, and (c) Treatment 2 involving the same as Treatment 1 plus mutual help principles. Both treatment groups lost significantly more weight over a seven-week period than did the control group. (Author)

Accelerated massed desensitization and anxiety management training were compared with standard systematic desensitization in terms of reducing self-reported test anxiety in high test-anxious college students. All three treatments significantly reduced test anxiety as compared with a waiting list control group. (Author)

The reactive effect of self-monitoring was examined in three experiments. Some results indicated that self-monitoring was reactive, providing a performance goal or feedback augmented the reactive effects of self-monitoring, and the act of self-recording led to behavior change. (Author)

This paper presents a model for turn-taking in conversation that is locally managed, party-administered, interactionally controlled, and sensitive to recipient design. Several general consequences of the model are explicated. (CK)

The study compared modified versions of systematic desensitization and covert positive reinforcement to a no-treatment control condition in the reduction of test anxiety. On an anagrams performance test, the covert reinforcement and control groups were superior to the desensitization group. (Author)

The present study demonstrated that complex "here-and-now" affective verbalizations, basic to most experiential or therapeutic groups, could be reliably induced in a group by simple reinforcement techniques. Further, reinforcement produced levels of performance equivalent to that induced by therapists. (Author)

Children 5- to 8-years-old with educational, emotional and neurological problems received individualized instruction in a behavior modification oriented diagnostic class with emphasis on reentering the regular classroom. (CL)

Appropriate play with toys was studied in two autistic children (8 and 6-years-old) with high occurrences of self-stimulatory behavior. (Author/CL)

Negative evaluation of the self by clients is seen as being the outcome of various kinds of irrational, unreasonable, or illogical thinking. Counseling practice and logical considerations suggest principles that might be taught to students for purpose of correcting or avoiding such thinking. (Author)

An analysis of some of the diversions (preoccupations with topics such as feelings, internal thought processes, inner life, the individual as a creative agent) which have delayed better understanding of human behavior and the formation of a science based on the relationship of the behavior of the organism to the environment. (EH)

The paper examines ways to help learning disabled (LD) adolescents adjust to the fact that they have learning disabilities. Underlying assumptions, such as the belief that learning disabilties are lifelong and affect social and psychological aspects, are reviewed. The importance of blending attitude and techniques in working with LD adolescents is…