Describes a framework of techniques teachers used to manage elementary physical education students and foster pupil self-control. Audiotapes and interviews resulted in development of the Physical Education Pupil Control Inventory. Facilitating self-control involved selecting tutorial control techniques, using indirect technique forms, and…

This paper examines aspects of the traditional implementation of behavior analysis that are counterproductive to teacher use and identifies practices that promote greater teacher use, including entering the system and working with school personnel, developing classroomwide applications rather than single-student interventions, and sustaining…

This response to EC 603 649 highlights issues in graduate training of behavior analysts, including the need for research on behavior analysis training programs, the use of an apprenticeship model, the proportion of graduates produced at different degree levels, and the need for a distinction between applied research and service delivery. (JDD)

Examined longer term preventive effects of school-based intervention with boys referred by classroom teachers as highly aggressive and disruptive. Three years after intervention, boys who had received anger coping (AC) program had lower rates of drug and alcohol involvement and higher levels of self-esteem and social problem-solving skills than…

Fifty-seven direct care staff members from an intermediate care facility for adults with mental retardation rated the acceptability of interventions used for self-injurious behavior and completed a measure of knowledge about behavioral principles. Results indicated that staff age and educational attainment were related to knowledge scores, but…

Teachers must learn how to make their classrooms caring cultures, provide caring while enforcing order, and become part of the solution for students with behavior problems. Schools must provide a curriculum of caring so each problem student can have at least one school adult as a concerned advocate. (SM)

A third grade teacher explains how he utilized cooperative learning and a reward system to encourage a disruptive student to change his behavior. The teacher scored each team on group accomplishments. As the child learned to work with others, his attitude changed and his academic ability benefited the team. (SM)

Twenty studies using cognitive-behavioral interventions to influence social behavior of children and adolescents were critically reviewed, using six criteria: subject characteristics, treatment specification, outcome measures, experimental design, generalization and maintenance, and cost effectiveness. It is concluded that cognitive-behavioral…

This study investigated the relationship between self-restraint (e.g., entanglement of limbs in clothing or furniture) and self-injurious behavior (SIB) using functional analysis with five males with severe mental retardation. Results suggested that self-restraint, like SIB, may be maintained by idiosyncratic contingencies. (Author/DB)

Represents a rethinking about professional staff who exhibit characteristics of being burnt out and offers an unusual approach to their renewal. The approach described requires that supervisors, administrators, or staff developes recognize that low self-esteem is at the core of the burned-out behaviors. (GLR)

This study compared differential reinforcement of other behavior (DRO) and noncontingent reinforcement (NCR) in the reduction of self-injurious behavior in three adult females with severe or profound mental retardation. Both procedures were highly effective in reducing self-injury, with NCR less limited than DRO. (Author/DB)

A self-management approach (utilizing self-counting of behaviors, corrective verbal feedback, and contingent verbal praise) was effectively used to reduce stereotypical body rocking in a congenitally blind young adult. Positive results were maintained, with replacement of overt counting with covert counting and immediate with delayed feedback as…

This study reports on the extent to which pharmacological and behavioral consequences were applied to behavior problems within a population of 31,000 adults in New York's developmental services system. Findings indicated that these consequences were significantly related to variables of intellectual level, residential setting type, type and extent…

This commentary finds that the study reported in EC 605 442, which indicated long-term gains for children with autism who experienced intensive behavioral intervention as preschoolers, is reliable, correct, and important. The commentary supports the use of quasi-random assignment to experimental or control group when truly random assignment is not…

The parents of a young man with severe mental retardation and challenging behaviors comment on the use of punishment, arguing that the effectiveness of punishment cannot be consistently evaluated without placing their son in a restrictive setting and incurring subsequent uncertainty about generalizing the procedures back into the community…