A program was developed for teaching severely handicapped students the skills necessary for appropriate interaction with their peers via the telephone and to initiate and receive requests to engage in social interactions across many social situations. Instructional procedures used were modeling, priming, chaining of responses and rehearsal. (MS)

Presents a few of the key beginning developments of behavior therapy with delinquents in the 1960s, with an evaluation of major current practices and trends. (Author/RK)

Investigated the ability of a learning module to influence counselors' decisions about confidential information. The module was a self-paced, programmed text. The study used a Solomon-type design of five groups in controlling for the effect of pretesting when the module was used under two conditions: independent study and study in dyads. (Author)

Described are group processes of goal setting and class meetings which may help emotionally disturbed and behavior disordered children to pinpoint and control their problem behaviors. (CL)

An academic teacher speaks of the challenges and rewards of teaching vocational students, offering some advice on how to make the academic program a respected part of the vocational school curriculum instead of a program tolerated to fulfill state requirements. (Editor/HD)

Social isolation (timeout) was successfully used to control self injurious behavior in a profoundly retarded institutionalized 15-year-old girl. (DB)

Goal-setting conferences were employed to improve LOC orientation for academic achievement situations among junior high school students (N=36). Results were interpreted as supporting domain-specific aspects of LOC. Results implied that educators can design programs to modify LOC orientation. (Author)

The school-phobic behavior of a seven-year-old male was modified through implementing a program characterized by maximum parental involvement, restructuring of natural consequences, and the use of a make-up period. Full-time school attendance was achieved on the 16th day of the program. (Author)

The effect of self-recording techniques on the frequency of disruptive classroom behavior was examined with 30 secondary school girls (13 and 14 years old). (IM)

Once teachers are aware of and thus able to monitor particular behavior, they begin to act in accordance with their beliefs about optimal teaching; if discrepancies between their present behavior and their stated goals are real, most teachers will change their behavior immediately. (MM)

Background: This paper examines learning relationships associated with awareness, attitude and participatory action skills in the context of community education programs concerning the marine environment. Purpose: An investigation of the relationship of experiential marine education to environmental knowledge, attitudes and responsible ecological…

This booklet explains a system for prevention of and intervention with behavior problems in individuals with mental retardation and autism. The underlying premise is that all behaviors are an effort at communication and that by deciphering the communicative intent or function, one can guide an individual to a more acceptable mode of communication.…

The relationship between the nonspecific factors of therapeutic alliance and motivation with outcome has been demonstrated across treatment modalities, and specifically in the treatment of alcohol dependence. The present study was designed to evaluate the association of these factors with treatment outcome in a preliminary sample of problem…