Response-contingent learning capabilities of six profoundly retarded, multiply handicapped infants were examined using an operant conditioning paradigm. Results showed that infants learned criterion behavior although conditioning latencies were likely to occur when the children were required to produce free-operant responding. Findings are…

Three experiments analyze correspondence training as a chain of five events consisting of a promise, a series of behaviors leading from the promise to its nonverbal fulfillment (called "intermediate behavior"), a nonverbal behavior that fulfills the promise, a verbal report, and a nonverbal (or reported) behavior. Eight three- to…

The author of this article presents his own explanation on the two types of conditioning--respondent and operant. He states that when withdrawal of a negative reinforcer is the contingency that increases the strength of the operant behavior, the stimulus will have a negative emotional response to the experimental chamber. However, when a positive…

The study showed that the experimental subjects made more correct responses, rated sessions positively, manifested a greater number of desired study behaviors, and increased their rate of responding and study behaviors, than the control subjects. (Author/BP)

This training manual is designed to prepare behavior assistants to teach parents and other family members how to use operant conditioning techniques to solve family problems with children. Readers are warned not to attempt to put the recommended procedures to actual use until the text is fully comprehended. Chapter I gives arguments to justify the…

An 11-year-old boy with a six-year history of elective mutism in school was successfully treated with operant reinforcement and contingency management techniques. The plan was carried out by the classroom teacher with a minimum amount of management consultation. (Author)

An operant-conditioning technique was used to teach three handicapped children (three to five years old) exhibiting echolalia to respond appropriately to a series of questions. (Author)

Social feedback was investigated as a treatment strategy for reducing inappropriate verbalizations by a retarded adult in a vocational-training program. Treatment procedures were introduced as a combination of three components: praise for not verbalizing inappropriately, reprimands, and instruction. (Author)

Experimental studies are reviewed in which stuttering and speech disfluency were subjected to response contingent stimuli (RCS). Research issues are discussed, including response-stimulus contiguity, subject awareness, behavior definitions, stimulus control of responses, subject variability, effects of RCS on nonstuttered speech parameters,…

Three papers discuss aspects of The Ima Hogg Therapeutic School for emotionally disturbed children. The first paper addresses the school's behavior development and management system, which rewards self management with freedom in physical activity and uses individualized target behaviors designed to increase the child's acceptable social…

Until recently, the use of contingency contracting has been largely an issue of theory and discussion with little experimental research evidence gathered to support efficacy. Two major reasons for this problem are suggested and discussed: (1) the concept of contingency contracting has not been adequately defined nor its minimal requirements…

Tested with 31 students (kindergarten through grade 5) who manifested poor and inappropriate classroom behaviors was a combination of direct intervention strategy for behavior modification and provision of a maintenance program for the classroom teacher. Strategies included the use of observation and introduction procedures; and direct…

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)

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)

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)