Four kinds of understanding of mathematics are suggested: instrumental, relational, intuitive, and formal. Each type of understanding is described and illustrated. (MN)

Sensory integration, operant and combined therapies were used with 27 profoundly retarded, marginally vocal adults. (Author)

Four procedures for improving the performance of nine motor tasks were compared with six physically handicapped and mentally retarded Canadian Ss, ages 12-25, five of whom were cerebral palsied. (BB)

A multiply-handicapped totally dependent young adult exhibited a steadily increasing rate of response in learning to turn her radio on and off by moving her head to activate a controlling device mounted on the headrest of her wheelchair. Positive reinforcement, prompting, and fading were employed during the intervention (Author/JW)

Describes the establishment of a psychological space for any set of stimuli by determining metric distances between the stimuli with the probability that a response learned for a stimulus will generalize to the other. (Author/TW)

Used classical conditioning theory of learning to predict attitudes of junior high students toward spending for designer jeans. Found that students were likely to say that in comparison to the nondesigner jeans, they would spend more for the designer jeans, select them more often as gifts, and purchase them more often for themselves. (Author/ABB)

Describes a successful intervention procedure utilizing operant conditioning techniques that reduced the high frequency of inappropriate behavior of a retarded girl in a residential facility. Three teachers, in three different instructional settings, mildly punished each incident of hand-mouthing while concurrently teaching more functional…

Reviewed are methods of treating self injurious behavior in mentally retarded persons with emphasis on the ethical considerations and the justification for aversive therapy. (DB)

Social isolation (timeout) was successfully used to control self injurious behavior in a profoundly retarded institutionalized 15-year-old girl. (DB)

The effect of self-recording techniques on the frequency of disruptive classroom behavior was examined with 30 secondary school girls (13 and 14 years old). (IM)

Once teachers are aware of and thus able to monitor particular behavior, they begin to act in accordance with their beliefs about optimal teaching; if discrepancies between their present behavior and their stated goals are real, most teachers will change their behavior immediately. (MM)