An operant-conditioning technique was used to teach three handicapped children (three to five years old) exhibiting echolalia to respond appropriately to a series of questions. (Author)

Results indicated that the intervention package--including instructions, feedback from an electronic device that measures motor activity, and contingent reinforcement--was successful in reducing activity in the classroom for 8 of the 11 emotionally disturbed Ss (ages 9 to 13 years). (Author/DLS)

Particular emphasis is on self-instruction, self-determined criteria, self-assessment, and self-reinforcement. Self-punishment, comprehensive programs, and innovative self-control procedures (including distraction and restatement of contingencies) are also evaluated. (Author/DLS)

Social feedback was investigated as a treatment strategy for reducing inappropriate verbalizations by a retarded adult in a vocational-training program. Treatment procedures were introduced as a combination of three components: praise for not verbalizing inappropriately, reprimands, and instruction. (Author)

The study investigated the effects of indigenous contingencies in altering administratively related behaviors (including (1) completing federally required reports on student progress, (2) tardiness, and (3) completing weekly timesheets) with 87 employees at a residence for moderately or severely retarded individuals. (Author/PHR)

Group process is defined as the change taking place in interactions among individuals over time. Examines how this occurs within growth-oriented groups that have certain developmental characteristics in common, even though specific group objectives may vary. (Author)

The study focused on effects of electromyographic (EMG) muscle relaxation training on academic abilities of four learning disabled boys (8 to 13 years old). Ss learned to voluntarily control and decrease forearm muscular tension; and this apparently resulted in an increase in cognitive efficiency, at least as it relates to basic academic areas of…

Twelve hyperactive males (6 to 12 years old) were treated with methylphenidate, d-amphetamine, and a placebo under double blind conditions. Individual analysis of Ss' data revealed that the drug treatment was associated with variant levels of positive influence. (Author/SBH)

Describes an intervention program to reduce behavioral problems and promote early reading skills among primary grade children identified as high risks. The study employed high status teachers with long experience and proven effectiveness. Results indicate reduced levels of antisocial behavior and slightly better reading performance. (Author/KC)

The structure of a mental health program designed to treat patients for a prescribed length of time with a clear cutoff point is described. (JD)

Findings indicate that the effects of assertion training generalized to novel teacher, parent, and student situations and to the in vivo test. Structured learning training with teacher trainers produced more assertive behavior in teacher situations. Performance was differentially affected by type of participant. (Author)

Assumptions of applied behavior analysis are presented: (1) good practice should be good research; (2) behavioral goals, procedures, and effects should be socially validated; and (3) a systems perspective should be adopted when focusing on behavior analysis and intervention. (Author/JAC)

The follow-ups showed maintenance of and steady improvement in nighttime fearless behavior, with only one child exhibiting fear. No new problems occurred. Results supported the use of direct instruction of parents and children to overcome severe nighttime fears of children. (Author/BEF)

Individuals given assertion training showed increases in acceptance of disability scores, self-concept/esteem scores, and social interaction skills scores when compared with individuals who did not experience assertion training. Assertion training was effective for increasing acceptance of disability in physically disabled university students.…

Jogging was used to modify disruptive behavior as part of the classroom routine for 12 learning disabled elementary-grade boys. The number of incidents of each of five negative behaviors were reduced by half following the 10-minute jogging routine. (SBH)