Intervention for self-injurious behavior (SIB) in a 14-year-old severely retarded institutionalized female involved contingent restraint, reinforcement of alternative behaviors, and changes in school activities. A clinically significant reduction in SIB in both the subject's living unit and school was associated with the intervention program. The…

In two of three ninth grade classes the introduction of daily quizzes resulted in reduced levels of disruptive behavior. However, following the introduction of public posting of each student's daily quiz scores, disruptive behavior declined in all three classes, while small to moderate increases in mean academic quiz scores occurred. (Author/CL)

There was a decline in shrieking vocalizations of a profoundly retarded nine-year-old when the auditory feedback was masked with earplugs and a corresponding increase when the masking was removed. A contingent application of masking for brief intervals maintained treatment gains and minimized amount of time with the senses masked. (Author/CL)

A system of supervisory feedback of appropriate interactions with clients was instituted in a cottage for 31 mentally retarded children. Both staff and client behavior improved following the implementation of the feedback system but was not demonstrated because performance did not deteriorate when the feedback contingency was withdrawn. (Author/CL)

Research on change processes is needed to help explain how psychotherapy produces change. To explain processes of change, it is important to measure three types of outcomes and three levels of process. Emphasis will need to be placed on specifying different types of in-session change episodes and the intermediate outcomes they produce. (Author/BL)

Two short (20-second and 60-second) overcorrection procedures were effective in suppressing stereotypic behaviors of a 7- and a 12-year-old autistic student. (CL)

Seventeen K-12 teachers were trained in the Stallings Effective Use of Time Program. A comparison of pre- and post-classroom observations indicated that teachers who had publicly stated their commitment to teaching behavior changes tended to follow through and make the changes. Implications for teacher education programs are discussed. (Author/MT)

Investigated college students' (N=160) reports of naturally-occurring recent attitude or behavior changes in two studies. Results indicated that students reported changes which reflected their everyday concerns and were derived from their direct experience. (LLL)

Close teacher proximity (within three feet) resulted in fewer disruptive responses of a 10 year old, suggesting that proximity control may be a useful part of a management plan for disruptive students. (CL)

Clarifies paradoxical treatment by reducing it to two major sets of issues: positive reframing and control. After consideration of certain paradoxes about control, guidelines to achieve control are given. The notion of control is considered within the context of positive reframing. (BH)

The goal of such a consultation program is to develop means of working with school personnel so that behavioral principles can be communicated to the staff and the application of these principles demonstrated; the ultimate intent is to implement the use of behavior modification on a school-wide basis. (JA)

This paper concentrates on one principal disruptive behavior-aggression. Several of the basic determinants of aggression have been summarized and some methods of effective control are reviewed. Guidelines for the implementation of a behavior modification program are presented. (Author)

Parents and educators have become increasingly intent upon doing something'' to reduce the incidence of drug abuse. Frequently, these attempts focus solely upon drug information, which though useful, do not automatically change behavior or attitudes. Of more importance are the values and attitudes which govern our relationships with others and…