Investigated the effectiveness of cognitive-behavior modification (CBM) and cognitive-behavior modification plus assertiveness training (CBM/AT), in reducing Type A behavior among university faculty. Findings indicated that both treatments were effective in reducing Type A behavior, but that the addition of assertiveness training in the CBM/AT…

Five of six learning disabled students (aged eight to 11) demonstrated greater attention span toward classroom tasks on days of a running program than on nonrunning days. Further, three Ss evidenced more impulse control on running days, and as a whole, Ss demonstrated less disruptive behavior on running days. (CL)

Discusses a study to evaluate students' basic physical, mental, and social knowledge about the elderly. (JOW)

Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…

Results indicated that the auditory stimuli intervention was effective in reducing vocal stereotypes of one autistic S across all activities and for the second subject, in two activities. Social validity measures confirmed the effects of the intervention, the importance of decreasing the behavior, and that the intervention itself was not…

Reviews "Black Life in Corporate America" (Davis and Watson), "Women at Work: A Psychologist's Secrets to Getting Ahead in Business" (Senter), and "The Black Manager, Making It in the Corporate World" (Dickens and Dickens). All three books address general issues confronting Black/female managers, and two offer…

This study compares the effects of two teacher training programs designed to emphasize one of two forms of behavior modification in teaching economics to fourth-, fifth-, and sixth-grade pupils. (DMT)

This laboratory study of self-monitoring effects examined hypotheses that the direction of reactive effects is a function of the perceived value of the target behavior and that neither the behavior's value nor self-monitoring alone is sufficient to produce significant effects but that both are necessary. (Author)

Presented is a case study of a 19-year-old female with hydraencephaly (a condition marked by excessive accumulation of fluid in the cerebral ventricles) who was conditioned on three occasions to increase eyeblink rate with tactile reinforcement. (CL)

Describes the stages of change in attitudes and behaviors necessary for new ideas or procedures to become part of a faculty development program. (JY)

This booklet presents five papers that address the issue of whether 360-degree feedback (in which a manager or executive receives feedback on how bosses, peers, and direct reports see him or her) should be used only for development, or whether 360-degree feedback (also known as multi-rater feedback) should be used for administrative purposes such…

This paper states that programs to raise self esteem have not proved effective, and an increase in self esteem has not been shown to improve academic achievement. It suggests that the answer lies in promoting the notion of "other-esteem," which is the respect, acceptance, caring, valuing, promotion, and forgiving of others without reservation. It…

This working paper examines behavior change as a key element in creating an enabling environment to sustain educational reform in Indonesia. It recommends elevating the importance of a formalized behavior change framework and methodology so that future plans for educational reform in Indonesia will include social marketing as a planned…

The author reviews the basic principles and theory which underly directive teaching: defining behavior, measuring and analyzing behavior, and manipulating environmental variables. (HMD)

Five steps in directive teaching are delineated: a) select target children; b) identify target behaviors; c) identify reinforcing events; d) establish plan, including instructional goals, reinforcement, and reward schedule; and e) implement and evaluate. (HMD)