Explained for special teachers of emotionally disturbed children are interaction with positive consequences and interaction with negative consequen ces to modify behavior. (MC)

Internal and external locus of control subjects were tested on three verbal recognition memory tasks. Subjects administered self-reinforcement on first and third tasks. The second task was accompanied by experimenter reinforcement. There were no differences in self-reinforcement base rate but there were several significant and contrasting changes…

In the context of a "reinforced practice" treatment paradigm, the present study experimentally analyzed whether or not feedback superimposed upon contingent praise would have an additive therapeutic effect. (Author)

This research was designed to facilitate theory building regarding praise as a generalized reinforcer. (HMV)

In order to investigate the effect of reinforcing subject responses to Stanford-Binet test items, regardless of whether such responses were correct or not, one-half of a sample of Head Start children were administered a standard Stanford-Binet test and the other half were administered the same test with the modification that responses were…

Designed primarily for elementary and secondary school teachers, the book presents one approach to the systematic and effective use of positive reinforcement to motivate better learning in normal or disturbed children. In Part 1, describing how contingency contracting works, each chapter contains a self-diagnostic pretest, narrative summary and…

This dual language manual, written in both Spanish and English, will help the teacher in a Behavior Analysis classroom utilize the Token System to motivate, reinforce, and foster independence in pupils' learning activities. The rationale and procedures for earning, giving, and exchanging tokens is clearly explained. The use of helpful accessories…

The effectiveness of a procedure which combined prompting and reinforcement principles to modify behavior relevant to environmental pollution was studied. During treatment customers entering a grocery store were handed a circular which urged them to buy drinks in returnable bottles (i.e., prompting); after making a purchase, customers were given…

This guide to behavior modification provides teachers and others who work with children with some practical suggestions to reinforce productive classroom behavior. A description of common elementary classroom problems, the principles and ethical considerations in the use of behavior modification, suggestions for establishing a classroom climate…

Investigated the relationship between applied behavioral training and reinforcement preferences of classroom teachers. Data obtained from the Positive Reinforcement Observation Schedule, a paired comparison task, indicated minimal differential reinforcement preferences for classroom teachers with no training, limited training, or extensive…

An experimental study was undertaken with 120 educable mentally retarded students to examine the effect on performance of three types of test item response reinforcers (token, verbal praise, verbal neutral), and two levels of reinforcement schedule (fixed and continuous ratio). (Author)

The purpose of this study was to assess the effects on 32 preschool children of being imitated and counterimitated (performing the opposite behavior) by an adult. (BRT)

The effects of adult presence and reinforcement payoff on subsequent instruction were studied with second and third grade children. (BRT)

Accuracy of imitation by 60 kindergarten subjects was examined using a task in which a female modeled a series of pegboard patterns and delivered accuracy contingent feedback. Four methods of feedback and a no-feedback control were compared. (GO)

Results of an interdependent group contingency regimen with a fourth grade limited English proficient class indicated that the reinforcement contingencies were associated with significantly greater spelling scores than the baseline contingencies. (Author)