Results from 2 experiments indicated that 8-to 10-year-old children can be taught to take over the punishing role of an external agent and that a training technique involving perceived freedom of self-punishment will generate greater compliance with subsequent requests from the external agent. (Author/JMB)

A case history illustrates six steps in designing self-management programs for developmentally disabled individuals: (1) general assessment, (2) specification of outcome, (3) specification of self-management process, (4) specific assessment, (5) training program, and (6) evaluation. (CL)

Nine severely retarded individuals (ages 12-20) who body rocked made choices among three conditions: a rocking chair under the individual's control (active stimulation), the experimenter's control (passive stimulation), or stationary. Results were interpreted as showing that self-stimulation involves at least two independent processes: control and…

Two severely retarded adolescents who participated in self instructional training for increasing a complex social-leisure skill, game playing, learned to perform and verbalize the individual game steps. With minimum prompts and specific dyad training Ss were able to play the three games accurately in both situations. (CL)

Any punishment in which the student is a passive recipient leaves all the responsibility in the hands of the teacher. The techniques of having students name behavior, choose alternative solutions, and plan and take relevant consequences actively involve them in their own disciplining and encourage self-discipline. (MT)

A teacher of children with multiple disabilities reviews an adaptation of the "Conflict Cycle" designed to help children understand their conflicts through concrete manipulation of cards involving visual, auditory, and tactile modalities. (CL)

Applied an integrative model of change to the study of subjects (N=872) changing their smoking habits on their own. The subjects represented five stages of change: (1) precontemplation; (2) contemplation; (3) action; (4) maintenance; and (5) relapse. Relapsers' responses were a combination of contemplation and action. (JAC)

Presents an integrated view of contributions made by various sections within cognitive psychology in which problems of consciousness are addressed. Implications concerning the relationship between cognition and behavior are pointed out. (Author/RH)

Resource teachers can help learning disabled students generalize skills to a mainstream setting with three types of procedures: transfer activities; self control procedures (in which a behavior contract is developed and contingencies for self reinforcement are specified); and cooperative planning (in which resource teachers and regular teachers…

Learning disabled adolescents can become more responsible for their social and academic performance by learning to monitor themselves. Self-monitoring activities can involve self-assessment, self-recording, and self-reinforcement. Procedures for establishing a self-monitoring approach are discussed. (CL)

Discusses myths about the Japanese management styles; what the West can learn from the Japanese; the concept of nonlinear management; and training modules which teach self-discipline, tolerance, and nonlinear management. (CT)

The study evaluated the effects of self recording alone and of additional self-management techniques in improving the ability of adults with mental retardation (N=9) to self-direct daily living activities. All subjects improved their performance in task completion suggesting that self-recording alone may be effective in improving task completion.…

Emotional responses affect interpretation of messages heard and raise barriers to effective listening. Teaching students to listen objectively and recognize emotional triggers will help them develop clearer understanding and result in better learning. (SK)

Conducted short-term anger management workshop with 18 medium security male inmates. Data from pre- and posttest administrations of Novaco Anger Scale revealed significant decline in scores following treatment. Inmates' comments suggest that most effective anger management skill they learned was to walk away from conflict and calm down in some…