Response-cost refers to a procedure whereby a positive reinforcer is lost or some penalty is invoked following a specific misbehavior. In an alternate procedure called Differential Reinforcement of Other Responses (DRO), a reinforcing stimulus is delivered when a particular response is not emitted for a specific interval of time. This study…

Reviewed is research concerned with the vocational habilitation of severely and profoundly retarded adults, particularly ways to train the requisite job skills and increase performance of existing skills to appropriate rates. Noted are reports of training programs in which severely retarded Ss were taught complex skills such as assembling a…

This is the "Coordinator's Book," written to accompany the "Participant's Book of the Classroom and Instructional Management Program" developed by the Central Midwestern Regional Educational Laboratory. This book is divided into the following units that are also represented in the "Participant's Book:" (1) changing classroom behavior without…

A teacher training model designed to provide teachers with skills to successfully implement individualized programing in at least one academic area at the end of a 6 month instructional period was instigated with 17 second grade teachers. (SBH)

Reviews the use of behavior modification to control behavior problems in secondary schools. The literature reviewed demonstrates the effectiveness of behavior modification with both average and very difficult students. Describes behavioral techniques, such as group contingencies, home-based reinforcement systems, and contingency contracting, as…

The Structured Learning Therapy (SLT), a type of treatment used to assist psychiatric patients to learn skills they need for effective and satisfying living in the community, is described in this article. A description of the community-based treatment facility in which SLT may be utilized and the results of the evaluation studies are also…

Satiation, over-correction and differential reinforcement of other behavior resulted in the elimination of chronic clothes ripping by six institutionalized mentally retarded emotionally disturbed adolescents. (CL)

A token and social reinforcement system was used with an 8-year-old special education student to increase on-task behavior during reading and mathematics (SBH)

Effects on the academic and disruptive behavior of special education pupils after adding a cost contingency to a token reinforcement procedure were examined. Response rates were higher when response cost was added than during either the baseline or token reinforcement contingency. (Author/MV)

Available from: Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills, California 90212. Presented are guidelines for the identification of target behaviors and suitable intervention techniques by therapists using behavior modification techniques. (IM)

This study reports a successful classroom intervention program which was designed to curb encopresis. It used positive consequences in combination with negative consequences, rather than negative consequences alone. Also it utilized a reversal strategy to evalulate the efficacy of the treatment variables. (Author)

Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119.