Guidelines are offered for the teacher who must modify socially unacceptable behavior in an emotionally disturbed child. (JD)

In examining change, African researchers and others have neglected persistence and overemphasized change so that a distorted view of the ability of Africans to absorb change and the introduction of new elements has been created. (Author/RLV)

A behaviorally-oriented activities therapy program was designed and implemented with adolescents who manifested problems at school, at home, and with peers. Techniques employed included: contingency contracting, assertiveness training, relaxation training, and cognitive restructuring. (Author/KC)

Measures college students' willingness to accept an unethical educational proposition. Results suggest a cumulative effect between exposure to educational commercialization and the willingness to accept unethical behavior. Interesting differences between student and faculty expectations of cheating and actual behavior were observed. Future…

Through the use of a multielement design, a procedure incorporating response-contingent music was demonstrated to be effective in increasing upright head positioning for six profoundly retarded, multihandicapped students (14-19 years old). (CL)

The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)

This study indicates that social drive and valence theories of social reinforcement cannot adequately account for the results of three different measures of reinforcer efficacy (accuracy, rate, and persistence). Suggests that activation/arousal theories provide a better basis for behavior modification. (BH)

Basic concepts of behavior modification are summarized along with an exercise outlining the steps of contingency management for practical application by students. The discussion includes definition and analysis of target and outcome behaviors, data collection and graphing, and strategy and tactics of intervention. (Author/LBH)

Widespread teacher negativism toward supervision, stemming from organizational sources (the supervisor, removed from day-to-day teaching concerns, as evaluator) and behavioral sources (distancing, ritualism, nonauthenticity) can only be changed by openness and willingness to examine past neglects and by developing new methods of behavior. (MB)

A study involving 24 primary-grade children with behavior problems was conducted to illustrate the use of normative behavioral observation data as a standard for evaluating the practicality of treatment effects produced in other settings. (Author/SB)

Discussed are self-modification projects in college psychology courses. Findings indicate that, although students respond favorably to projects involving self-control, they tend to report their actions incorrectly when grades are involved. (Author/DB)

Schools are places seething with strong feelings. Here are some tips for dealing with them sensibly. (Editor)

The author believes ethical and moral issues often come into play when deciding whether behavioral intervention strategies should be used with homosexuals. Counselors are warned not to lose sight of the patients' desires. Presented at the annual convention of the Association for Advancement of Behavior Therapy, San Francisco, 13 December 1975.…

The author outlines a framework of desirable therapist behavior to be followed when providing behavioral intervention counseling for homosexuals. Presented at the annual convention of the Association for Advancement of Behavior Therapy, San Francisco, 13 December 1975. (Author)

Patients (N=3,006) admitted to a psychiatric in-patient service because of a suicidal state were contacted to determine if post-discharge plans were followed. Half of those who refused treatment were contacted by telephone or letter on a set schedule. Evidence is that a high-risk population for suicide can be identified. (Author)