This chapter describes the theoretical and methodological foundations of behavior modification, the behavioral analysis of the retarded child and teaching programs for retarded children. (Author/RK)

Findings showed that the different conditions of acquisition produce equivalent long-term retention. (Author/MB)

The addition in this study of both identical and similar test items did not influence the ability to recognize recurring characters. (Authors)

Major aim of this study was to distinguish clearly between two interpretations of acquiescence response style. (Authors)

Results showed that both groups of children used a sequential rather than a logical order as a guide in answering questions, and that there was no indication that sighted children used a strategy of spatial coding. (Authors)

Results of this research lead to a discussion of the possibility and implications of Negro nonstandard English being a distinct quasi-foreign" language system. (MB)

Discussion based on premise that self worth and ability to love are learned, are essential learnings for survival, and that educational system needs to look at them as major aims. (Author)

A mathematics unit which introduces number concepts through the use of patterns. All activities are based on the formation of patterns involving blocks or tiles of two colors. (RP)

The author urges wider use of positive reinforcement theories in helping emotionally disturbed and mentally handicapped children. Underlining the influence of environment on behavior, he also notes that behavior modification programs utilize fewer trained personnel more effectively and, like Tennessee's Re-Education Treatment, allow for therapy in…