Literature on the use of affective educational approaches and behavioristic approaches with mildly retarded children is reviewed, and it is suggested that educators concentrate upon the functional compatibility of the two approaches in program development. (SBH)

A combination of reinforcement for correct imitations and timeout for failure was more effective in establishing imitation in a 4-year-old institutionalized retarded child than reinforcement used alone. (CL)

A program for teaching self-medication was developed and used in a residential/vocational training program with 20 moderately and severely retarded adults. (IM)

The rate of achievement and enjoyment of 12 learning disabled pupils (ages 8-12 years) in a token economy was demonstrated to be higher when they were permitted to select their own reinforcers than when the teacher selected the reinforcers. (MH)

West German literature on educational behavior modification is summarized, and empirical studies of behavior modification intervention with special education students at the elementary level are surveyed. (SBH)

The effect of self-imposed and externally-imposed scheduling on oral reading rate was examined in eight reading delayed students (9 to 12 years old). (SBH)

Seven multiply handicapped adolescents were selected for a group activity program to improve manipulation, increase task attention, develop group cohesion, and modify inappropriate behavior using some behavior modification techniques. (SBH)

Documented are the difficulties found in the use of ignoring and/or time-out procedures by parents of children with behavior problems in the home setting. (Author/IM)

Described is the program provided by Behavior Management Services, an agency designed to help parents of retarded children with problem behaviors. Available from: Journal of Practical Approaches to Developmental Handicap, 3304-33rd Street N.W., Calgary, Alberta, Canada T2L 2A6. (SBH)

A prevocational program was designed for 10 trainable mentally handicapped teenagers (14 to 19 years old) which simulated the tasks of actual sheltered workshops. (GW)

A teacher of elementary-age educable mentally handicapped students describes how the use of a point system motivated her students in academic work. (GW)

Three children with reading difficulties increased their reading skill through a contingency program involving "happy face" charts and the opportunity to contribute to a class mural. (CL)

This study examined the efficacy of behavior modification in treating three hyperkinetic children (6 to 12 years old). (Author)