This project was undertaken to train teachers in more effective contingency management by extending the amount and kind of training. (Author)

Presented in modified form at the Annual Meeting of the American Neurosurgical Society, Ojai, California, March 26, 1970. (VM)

Behavior of one six year old is altered through the non-verbal cueing of another. (Author)

Three experiments were conducted in which a school principal implemented behavior modification programs with elementary school children. The behaviors dealt with were tardiness, absenteeism, and disruptions. (Author)

The data clearly indicate that interventions which focus on parents are more effective in improving children and school performance than is time limited psychotherapy. (Author)

Considered is the possibility that behavior modification methods with educable and trainable mentally handicapped children which utilize primitive reinforcement methods such as token economies are not necessary because the systematic use of social reinforcement might produce the same effect. (DB)

This article presents a set of procedures and functions for the elementary school pupil personnel worker or consultant to use in facilitating school change to make the school a place for total human development through learning. (JC)

Urges trainers not to proceed blindly in learning program effectiveness. (DS)

Paper presented at Conference on New Approaches to Behavioral Research on Smoking sponsored by the American Cancer Society in Tucson, Arizona, on March 30 and 31, 1972. (DS)

The modification of both social behavior when in the resource room and academic gains in reading and arithmetic were significant for the experimental subjects; however, attending behavior while in the regular classroom was not different from the controls. (Author)

The teacher cannot existentially know the subjective consciousness of the student--what he is conscious of, how he is structuring the present in terms of past experiences, what exact meaning he gives to phenomena, or what his intentions are for future action. This has resulted in an excessive reliance on the use of power in the educational…

The incidence of changes reported after Dutch laboratories is comparable with that found in studies conducted in the United Kingdom and the United States, although Dutch participants improved more in active" communication to others while British and American participants improved more on the receptive" side. (Author)

Author demonstrates how the new model can be used for more effective programming to bring about behavioral change. (Editor)