A 12-month project for 27 institutionalized, severely retarded children who functioned at the early childhood level involved training teachers in behavior modification methods and employing a skill center curriculum encompassing motor skills, vocabulary, communication and social behavior. (Author/MC)

Thirteen high school students were trained by an undergraduate psychology student daily in 6-hour sessions for one week and subsequently modified behaviors of five severely retarded children. (MC)

Disruptive children in an after-school remedial reading class were taught to match teachers' evaluations of their behavior in the context of a token reinforcement program. (Editor)

Special music therapy programs are designed for children with many types of learning disabilities. Emphasis is on supporting each child's individual development. (ST)

Data revealed a similar pattern of personality, environment, and behavior differences between all nonuser and user groups, suggesting a pervasive social-psychological constancy. The same variables were also predictive of the shift from nonuse to use over time among the high school students but not the college students. (JB)

Presented are case histories emphasizing the developmental or behavioral problems of six hearing impaired preschool children whose parents were learning behavior modification techniques in a parent home training program. (Author/GW)

Discusses the problems to be solved in designing behavior modification systems for teacher education. (Author/RK)

An observational account of one pattern of organization and control, as observed in a Headstart preschool program. (DM)

Extensive three year study of program involving resident school psychiatrist in extremely mobil setting. Medical help can reduce behavior problems but not academic retardation. Recommendations are offered to increase effectiveness of guidance programs for disadvantaged, culturally different pupils. (CJ)

Reconciled are the current philosophy of normalization (providing patterns and conditions of everyday life) and the growth of behavior-shaping strategies as the bases of the institutional care and program of the severely mentally handicapped. (KW)

Article discusses a highly structured music program developed especially for emotionally disturbed children at Northern Illinois University requiring special teachers, special environments and special methods. (Author/MM)

The use of group discussions, somewhat structured at first, to help youngsters know themselves and one another, is described by a school nurse and principal who helped establish such a program in a Denver school. (CJ)