The author contends that the application of structure and reinforcement will effectively eliminate hyperactivity in most classrooms. If these procedures do not work it is very likely that the child does not have the component skills necessary for completing the academic materials. In this case, it is probably best to keep the hyperactive child on…

This study reports a successful classroom intervention program which was designed to curb encopresis. It used positive consequences in combination with negative consequences, rather than negative consequences alone. Also it utilized a reversal strategy to evalulate the efficacy of the treatment variables. (Author)

Boys (N=55) aged 8-11, categorized as impulsives by the Matching Familiar Figures test, participated in a study comparing the effects of three different techniques, designed to change an impulsive cognitive style on response accuracy and response latency. Subjects trained to increase response latency did show a significant increase in latency.…

The effects of imipramine were assessed in 10 profoundly retarded subjects (aged 8-25 years) who exhibited either depressionlike symptoms or acting out behaviors. Results of observation, interval sampling, and the Aberrant Behavior Checklist indicated behavioral deterioration on irritability, lethargy/social withdrawal, and hyperactivity…

Describes two studies that confirm the applicability of a behavioral approach to safety in the workplace. Discusses the results and makes recommendations for workplace managers. (CH)

Presents three descriptive frameworks drawn from empirical and theoretical study of human change and its facilitation in counseling: a cognitive-mediational model of therapeutic interaction, a model of client cognitive change during and as a result of counseling, a descriptive synthesis of therapeutic elements that seem to support such client…

Academic effects of confluent education strategies (instructional modes integrating cognitive and affective concerns) on learning-disabled high school students (N=120) included significant gains in word recognition, reading comprehension, mathematical computation, and problem solving. Behavioral changes included decreased hurtful actions and…

The case study describes various treatments implemented over a three-year period to reduce and eliminate multiple and severe self-injurious behaviors in a 45-year-old retarded and psychotic institutionalized man. Nonaversive intervention and community involvement was associated with positive behavior change and eventual community placement. (DB)

The research literature on measurement problems with such outcome variables as student on-task behavior, classroom disruption, and academic performance is examined. Focus is on how the problems relate to understanding the interrelationships among these common intervention targets. (TJH)

Presents ways female therapists may manifest co-dependent patterns in their work. Defines co-dependency as a pattern of beliefs, learned behaviors, and habitual feelings that make people more dependent on things outside themselves than they have to be. Offers suggestions for changing these behaviors. (Author/KS)

Off-task and disruptive behavior in two fifth graders decreased rapidly during an intervention in which, working in dyads, they served either as peer monitors or point earners. Peer-monitor and point-earner roles, when alternated on an every-other-day basis, were equally effective in reducing inappropriate behavior. (Author/JW)

A study of changes in the intellectual behaviors in the classrooms of 29 student teachers of social studies across three periods of practice teaching is described. Student behaviors on the final practicum were compared with those of experienced teachers. Results are discussed. (Author/MT)

This article describes the need for research on the health status of college students. It reviews selected research that focuses on health instruction and university students and provides suggestions for the design of future research. (Author/JAZ)

The Mutual Regulatory Model is used to describe the infants' dual task of regulating simultaneously his internal emotional state and his engagement with the external environment. (Author/BB)

Examines cognitive barriers to an individual's personalizing information about social discrimination against groups in which he/she is a member. Results suggest that individuals are more aware of discrimination against others than against themselves and are more likely to attribute personal efficacy and control to themselves than to others. (SA)