Compared the relative effectiveness of three self-management procedures in enhancing self-esteem. Results indicated that it is possible to enhance reported self-esteem by self-management procedures and that cueing effects are as important as reinforcing effects. (KMF)

In this study of four hyperactive elementary children, the effects of painting and physical activities on attention-to-task were observed. Both techniques brought improvement, the pleasure of the activities seeming to provide an intrinsic reward which the children internalized, bringing increased attention-to-task to other classroom activities.…

A study shows that teacher organization of classroom work, positive reinforcement of student response, and time spent in discussion, praising student behavior, and waiting for answers influence student evaluation of teacher effectiveness. (MSE)

The increased use of assigned tasks in social work practice heightens the need for techniques that practitioners can use to enhance the likelihood that clients will adopt the desired behavior. The authors describe several techniques that have received empirical confirmation in research studies. (Author)

This article argues that challenges in motivating gifted underachievers should be addressed from an integrated systems approach. The design and implementation of specific interventions for these students are described, with a special focus on reward menus and behavior contracts. Suggested target behaviors and individual and class rewards are…

This study of the outcomes of treatment of three children with autism, to reduce fear of dental examinations, found that the children could be trained through a combined desensitization, symbolic modeling, and reinforcement treatment package to undergo a dental exam in an analog setting, and the training could generalize somewhat to a clinical…

A communication and problem-solving model is presented for individuals who lead extended field-based courses. The model focuses on the positive aspects of a situation and on encouraging individuals to accept responsibility for their behavioral choices. The four steps in the model are establishing rapport, what needs to change, where are we going,…

Destructive behavior of 9-year-old with learning disabilities was evaluated in a functional analysis. The effects of extinction, negative reinforcement, and negative reinforcement combined with access to preferred activities were compared on behavior and task engagement. Engagement occurred most and destructive behavior occurred least when…

In this introductory article, the main features of positive behavior support are described, including a prevention-focused continuum of support, proactive instructional approaches to teaching and improving social behaviors, conceptually sound and empirically validated practices, systems change to support effective practices, and data-based…

A woman with Down syndrome, who had shown selective mutism for more than 14 years, successfully participated in a program designed to reinforce communication and gradually increase the number of words spoken to one person and then to others. Nonaversive behavior methods were used and response initiative procedures were developed. (Contains…

This article describes how effective systems of positive behavioral support can be used in alternative educational settings as a means of primary, secondary, and tertiary prevention for at-risk and adjudicated youth. Special concerns and specific strategies for this population are discussed across the range of placement alternatives. (Contains…

The Time on Computer program rewards students with emotional disabilities in grades 4-5 by allowing them to use the classroom computer and printer contingent on appropriate behavior. The program was merged with a classroom "Ladder System" which encourages self-management via privileges and restrictions. The program effects behavior improvement…

Presents positive strategies to help teachers turn behavior problems in the classroom around. Suggestions include looking for the good rather than the bad, avoiding negative labels, seeking coaches and avoiding critics, and working with parents. A list of 10 steps to success are provided. (SM)

Two male adults with cocaine dependence received a behavioral intervention comprised of contingency management and the community reinforcement approach. Reinforcement was delivered contingent on submitting cocaine-free (and subsequently marijuana-free) urine specimens. The intervention was efficacious in achieving abstinence from cocaine and…

This paper describes research activities of the Positive Teaching Project, focusing on the nature of classroom behavior problems viewed by teachers as particularly troublesome, teachers' typical responses to classroom behavior, classroom behavior management strategies based on manipulation of antecedents and natural consequences, and training…