This commentary on EC 605 189 discusses assumptions of gentle teaching, its use of supportive behavioral techniques, and criticisms of gentle teaching. The paper concludes that gentle teaching is distinct from applied behavior analysis (ABA) in its unconditional valuing and focus on mutual change and is congruent with ABA in use of several…

Data from 104 participants in the Systemic Lupus Erythematosus Self-Help Course showed that patients had significant increases in enabling skills and use of relaxation/exercise and decreases in depression. Amount of time spent in class was correlated with significant changes over time. (SK)

A survey of 120 postal worker participants in a back safety course and 89 controls found (1) there was increased knowledge among experimentals but no significant behavior change; and (2) experimentals were less likely to report reinforcement for healthy behaviors. The complexities of worker social support show that it cannot be relied upon to…

This study examined the effect of a videotape feedback intervention on the on-task behavior rate of a fourth grade male in a self-contained class for students with emotional/behavioral disorders. Results revealed an increase in percentage of on-task time during intervention, a sharp drop during return to baseline, and an increase during…

This article recommends strategies to speech-language pathologists for modifying behavior problems pertaining to authority relationships within the clinical setting and which interfere with the speech/language-impaired child's progress in therapy. (Author/DB)

This case study of a toddler with autism whose parents had videotaped her development from birth showed that the child's behavior and development were essentially normal for the first year but that she then became withdrawn in only a few months. It is suggested that early communicative screening tests might have identified the child's earliest…

Introduces strategy for evaluating how drugs, administered in varying doses, affect dependent variables (physiological, psychological, and social functioning and quality of life) that fluctuate in level. Tests hypotheses with statistics computed from benefit/harm scores, measuring longitudinal associations between dose and dependent variable…

Evaluation of the self-monitoring of instructional decisions by three instructors in a continuing education program for adults with severe mental retardation found initial inconsistent adherence to the data-based rules for making instructional decisions, which was successfully modified by an individual training session in which participants…

Discusses what a second grade teacher learned as she began moving from an existing basal-oriented reading program to one based on literature. Describes the teacher's efforts to introduce gradually literature-based instruction in to her reading program. (RS)

This article addresses difficult and disruptive behavior of children with severe learning difficulties in British classrooms. It stresses the importance of clear policy underlying teacher training in methods of prevention, intervention, restraint, and record keeping. Principles of inservice training in behavior management skills are identified.…

The effects of a shared teacher-child play intervention on the amount and type of targeted play behaviors of young children with blindness were evaluated. Nondirective strategies (following the child's lead to make indirect play suggestions, modeling appropriate play activities, and participating as a play partner) resulted in improved play…

Reviews seven empirical studies that evaluate maintenance and generalization of effects of commercially available social skills training programs. Found that explicit attempts to foster generalization met with at least mixed success in six of seven studies. Concludes that combination of social skills training and alteration of consequences in…

Responds to article by DuPaul and Eckert on generalization and maintenance of behavior change resulting from packaged social skills training programs. Argues that DuPaul and Eckert focused their attention on generalization and ignored more immediate issue--that participation in these programs failed to produce meaningful change in social behavior.…

Responds to article by DuPaul and Eckert on generalization and maintenance of behavior change resulting from packaged social skills training programs. Agrees with DuPaul and Eckert and focuses commentary on identification and discussion of issues raised by suggestions to reprogram school environments to promote and change social behavior. (NB)

Responds to article by DuPaul and Eckert on generalization and maintenance of behavior change resulting from packaged social skills training programs. Discusses failure to obtain generalization from two perspectives: topographical generalization and functional generalization. Suggests that generalization programming based on functional analysis…