Describes the assumptions, processes, and techniques used in Alderian marriage therapy. Describes purpose of therapy as assessing current beliefs and behaviors while educating the couple in new procedures that can help the couple establish new goals. (Author/ABL)

Examined changes in depressive affect in adults divorced during the four years between interviews, and compared them with people who have remained married. Those who would subsequently divorce were not significantly more depressed at the first time point than those who would remain married. Four years later, however, the newly divorced had become…

One group (N=22) of community-based mentally retarded clients was initially on psychotropic medication. Their dosage was either increased, decreased, or kept the same following behavioral intervention. A second group (N=19) was placed on psychotropic medication following behavioral intervention. Results indicated that the behavioral-chemical…

Use of the drug Fenfluramine, which reduces blood serotonin levels and possible problem behaviors, was evaluated. Nine of 10 Ss showed reduced serotonin; none showed significant differences on intelligence tests; and at least two Ss showed marked behavioral changes in less echolalia, perseveration, and motoric disturbance and more increases in…

Intervention for self-injurious behavior (SIB) in a 14-year-old severely retarded institutionalized female involved contingent restraint, reinforcement of alternative behaviors, and changes in school activities. A clinically significant reduction in SIB in both the subject's living unit and school was associated with the intervention program. The…

In two of three ninth grade classes the introduction of daily quizzes resulted in reduced levels of disruptive behavior. However, following the introduction of public posting of each student's daily quiz scores, disruptive behavior declined in all three classes, while small to moderate increases in mean academic quiz scores occurred. (Author/CL)

There was a decline in shrieking vocalizations of a profoundly retarded nine-year-old when the auditory feedback was masked with earplugs and a corresponding increase when the masking was removed. A contingent application of masking for brief intervals maintained treatment gains and minimized amount of time with the senses masked. (Author/CL)

A system of supervisory feedback of appropriate interactions with clients was instituted in a cottage for 31 mentally retarded children. Both staff and client behavior improved following the implementation of the feedback system but was not demonstrated because performance did not deteriorate when the feedback contingency was withdrawn. (Author/CL)

Research on change processes is needed to help explain how psychotherapy produces change. To explain processes of change, it is important to measure three types of outcomes and three levels of process. Emphasis will need to be placed on specifying different types of in-session change episodes and the intermediate outcomes they produce. (Author/BL)

Two short (20-second and 60-second) overcorrection procedures were effective in suppressing stereotypic behaviors of a 7- and a 12-year-old autistic student. (CL)

Seventeen K-12 teachers were trained in the Stallings Effective Use of Time Program. A comparison of pre- and post-classroom observations indicated that teachers who had publicly stated their commitment to teaching behavior changes tended to follow through and make the changes. Implications for teacher education programs are discussed. (Author/MT)

Investigated college students' (N=160) reports of naturally-occurring recent attitude or behavior changes in two studies. Results indicated that students reported changes which reflected their everyday concerns and were derived from their direct experience. (LLL)

Close teacher proximity (within three feet) resulted in fewer disruptive responses of a 10 year old, suggesting that proximity control may be a useful part of a management plan for disruptive students. (CL)

Clarifies paradoxical treatment by reducing it to two major sets of issues: positive reframing and control. After consideration of certain paradoxes about control, guidelines to achieve control are given. The notion of control is considered within the context of positive reframing. (BH)