A contingency-based lottery system was implemented to improve the classroom behavior of 18 learning disabled and educable mentally handicapped students, aged 13 to 16 years. Results indicated substantial increases in times students remained in assigned areas, and numbers of students prepared for class; and marked reduction in nonauthorized…

Two dominant motivational theories are reviewed--valence-instrumentality-expectancy theory and reinforcement theory--and discussed in terms of management, motivation of professional staff, rewards for achievement, and needs consistent with both theories (affiliation, power, achievement, competence). A 17-item annotated list of references is…

Inadequacies of the basic literature on punishment may limit its application in public school settings with mildly and moderately handicapped students. A large research void exists concerning such basic issues as how the timing, scheduling, type, and intensity of punishment affects children's behaviors in applied settings. (SEW)

A humanistic program implemented in a suburban Kansas City school district helped educators deal with the problems of absenteeism, poor motivation, lack of discipline, vandalism, tardiness, and drug use. The model is being looked at by many school districts throughout the United States. (RM)

Extensive empirical evidence exists to support the efficacy and utility of parent-mediated alternative procedures in behavior modification for handicapped and normal children with academic, social, and behavioral difficulties. Specific and general reservations are reviewed with considerations for the prescription and implementation of programs;…

The effectiveness of behavioral consultation with secondary-age students is evaluated. A differential reinforcement of low rates procedure is applied within the context of an independent group contingency to decrease negative verbal interactions of adolescents in a resource room setting. (PN)

The paper reviews the origins and applications of cognitive behavior modification (CBM), an approach involving exceptional students in their own behavior change. Contributions to CBM are traced from behavior modification, cognitive psychology, and instructional theory and research. Applications (training self-instruction and problem solving) are…

Refutes R. Douglas Greer's contentions that behavior analysis is the best avenue for improving teaching and learning effectiveness. Maintains that, despite its success in the laboratory, behaviorism has limited application to the study of instruction in today's schools. (Author/MJL)

Institutional staff used behavior modification and reality therapy to bring about positive behavioral changes in 20 severely retarded, emotionally disturbed adolescents as measured on two adaptive behavior scales. (Author)

A teacher recalls her experiences with three "Unteachable" students and concludes that for a little while, at least, some well-known principles of teaching and theories of learning made a difference in the lives of real students. (Author/WD)

The school is a unique environment in which the tenets of behavioral, humanistic, and cognitive-developmental psychology can merge. A synthesized model that guides educators toward the application of behavioral, humanistic, and cognitive-developmental techniques is greatly needed. (CJ)

Compares the ways in which behavioral and family systems theories conceptualize family problems and explains maintenance and change processes within the family system. Systems and behavioral theories share functional views of problem behaviors and interactive sequences. Discusses areas of potential integration of the two perspectives. (Author)

Evaluated the effectiveness of a cognitive-behavioral approach to stress management for teachers. Results showed the training program significantly reduced stress and anxiety among 128 urban secondary school teachers. Results also indicated decreases in motoric manifestations of anxiety in the classroom as a result of training. (Author/JAC)

The mothers and fathers of 11 preschool autistic children were taught operant procedures used in teaching speech to nonverbal children. At posttreatment, the children showed significant gains in pre-speech and speech skills as measured by a 21-step hierarchy of speech behaviors. (Author)

A modified replication of Southworth's 1972 survey was designed to identify changes in availability and desirability of skills among doctoral candidates for counseling center positions. Results indicated a significant change in the availability of skills, the greatest change occurring in increased availability of behavior modification skills.…