To test reports that the development of programs for producing durable extra-therapy responding lags behind the development of programs for producing initial behavior change, responding was recorded continuously in both the therapy and extra-therapy settings for three autistic males (7 to 11 years old). (Author)

A nurse involved with institutionalized retarded children analyzes the value of behavior modification and describes four behavior modification programs planned and carried out by nursing staff to modify food stealing, screaming at mealtimes, excessive requests for self assurance, and unitary incontinence. (CL)

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)

Examined the differential effects of reinforcement versus extinction in contingency management of outpatient unipolar depression for depressed subjects (N=6) and their significant others. Supports the efficacy of contingency management. (Author/ABB)

An overview of the behaviorally-oriented fear reduction methods for children is presented. Systematic desensitization and related procedures, flooding-related therapies, contingency management approaches, modeling procedures, and self-control methods are discussed after reviewing normative and prevalence data regarding children's fears. Research…

Distractible elementary students (N=44) were assigned to one of four experimental conditions, reflecting manipulations of reinforcement and task difficulty. For difficult tasks, students assigned to contingencies for correct academic performance alone were off-task more and scored significantly lower in academic performance than Ss receiving…

Regular and special elementary educators (216) completed a 29-item questionnaire that asked them to estimate how frequently they employed a specific aversive contingency in their classroom. The results indicate that teachers most frequently use relatively mild aversive contingencies. Differences between regular and special educators were…

The Good Behavior Game, a classroom management procedure, was examined for its effects on the frequency of inappropriate verbalizations in grade four and six regular classes. Results indicated that the game reduced inappropriate responding in both classrooms and that the use of candy did not augment the effectiveness of the Good Behavior Game.…

When positive reinforcement was presented via teacher verbalizations in a noncontingent fixed-time schedule, two autistic children (six and nine years old) increased their percentage of correct responding on difficult and easy tasks. (Author/CL)

This laboratory study of self-monitoring effects examined hypotheses that the direction of reactive effects is a function of the perceived value of the target behavior and that neither the behavior's value nor self-monitoring alone is sufficient to produce significant effects but that both are necessary. (Author)

A contingency based lottery system was implemented to improve the classroom behavior of 18 learning disabled and educable mentally handicapped students, 13 to 16 years old. The lottery led to greater preparation for class and fewer incidents of talking without permission per student. (Author/CL)

Group reinforcement procedures were effective in increasing on-task and rule-following behavior of a third-grade class of 52 students that included four behavior problem students referred to special education. Intervention included the teachers setting a class goal and the class selecting a group activity for meeting the goal. (CL)

Using free time as a consequence was effective in maintaining accuracy while increasing the percentage of arithmetic assignments completed by an underachieving seven-year-old. Follow-up data revealed that the improvements were maintained even though no programmed consequences were in effect. (Author/CL)

Contingency management programs for modifying aggression in children are strong methods of short-term behavior change in treatment settings but are less than successful when transferred to other settings. Future research should compare cognitive with noncognitive behavioral programs and test the effectiveness of cognitive and noncognitive…