The relationship between changed or erratic behavior of nine Ss with Prader-Willi syndrome (a disorder involving retardation, obesity, and hypotonia) and their ingestion of excess kcalories from sucrose was examined. Results showed that out of 162 test correlations performed, only eight were significant, the number expected by chance. (Author)

Two experiments investigated the effects of two durations (1 and 3 minutes) of physical restraint on the rate of self injurious behavior (SIB) of a profoundly retarded adolescent girl. In both experiments one minute restraint was found to be more effective than three minute restraint in reducing the rate of SIB. (Author/SB)

Among the findings cited are that interactions between autistic and nonhandicapped students enhanced nonhandicapped students' understanding of autistic students and that maintenance of autistic students' improved social behaviors after cessation of intervention has been successful. (SB)

In the first study, observation and labeling behavior were investigated in 5-, 8-, 11-year-olds, and adults. Subjects were asked to find differences in stimuli. In the second study, an attempt was made to determine whether children can learn to adapt their attention to tasks requiring exhaustive or selective observation and to transfer such…

Results of the study involving three autistic Ss (four to six-years-old) showed rapid acquisition of target behaviors only when the target behavior was a direct part of the chain leading to the reinforcer. (Author)

The study showed the effective use of omission training (reinforcing the S only when s/he fails to make the target response) in controlling stereotyped acts and in producing multiple effects. (Author/SB)

Results showed that restraint, in comparison to no restraint, reduced the amount of body rocking. Also, restraint was judged to be generally more effective if it were applied when the S was bent over in the middle of the response sequence rather than administered while the S was sitting upright at the end of the response sequence. (Author)

After the introduction of the stimulus (an illogical explanation of the cause of the behavior) the frequency of S 1's verbal outbursts and S 2's yelling out decreased markedly while S 3's completion of math problems increased significantly. (Author)

Common patterns of responding to the emotional/behavioral problems some deaf children exhibit in the classroom are compared. School programs serving deaf children can use this comparison as a basis for self-evaluation and planning. (Author)

The author reviews the history of the behavioral approach in treatment of autistic children and contrasts aspects of the disease or illness model with the learning or behavioral model. He states that the disease model failed in identifying the cause and in providing effective treatment for autism. (CL)

Investigated whether (1) a highly discriminable treatment procedure in one setting would produce a behavioral contrast effect in unmanipulated settings, and whether (2) such contrast-like trends could be eliminated if initially different reinforcement procedures in two settings were subsequently made similar. (Author/DB)

Describes the technique of behavior modification and its effect on fears, such as fear of airplane flights and sexual impotence. (Editor/RK)

In two studies, preschool children were given four tasks of two types and two levels of difficulty. It was found that generalization of compliance with instructions varied with task difficulty. (MS)

It is argued that successful therapeutic work with individuals and families in their natural environment can be greatly facilitated by the use of contracts. The steps that are essential in drawing up an effective contract are outlined. (MS)