Education programs in Illinois juvenile corrections facilities attempt to give delinquent youths essential living tools such as functional reading, math, and survival skills; a high school diploma or vocational certificate; and improved behavior and attitudes. (SK)

Results indicated that free time was a very effective reinforcer and that, under the token program, the students (two 7 and 9 year olds who rarely completed assignments) increased their task completion. (Author)

Argues that aggressive and violent behavior in children is the consequence of a mode of thinking which follows talion law. Psychotic children and those with personality disorders should be referred for psychiatric examination. Those with situational problems or neurotic disorders may be able to use advice to change behavior. (Author)

Investigated the use of Wolpe's notion of subjective units of disturbance (SUDS) to monitor anxiety. Two studies were conducted to test for reactive effects of the self-monitoring. Results indicated that self-monitoring can have a positive effect on perceived anxiety level. (Author/RC)

The effect of a reinforcement program on the rate of attendance and tardiness was examined in an ABAC design across four male special education junior high students enrolled in a class for behavior and attendance problems. (Author)

Physicians in an experimental group were surveyed to assess their knowledge of the effectiveness, cost, and side effects of antibiotics, and a tutorial was developed to modify some prescribing patterns. Prescribing patterns were statistically different. (Author/MLW)

Assesses preschool children's preferences for eight snack foods and tests procedures to modify preferences for certain foods by having children sort foods according to self-determined categories. Enhanced preferences for target foods generalized to other foods in the same category only for children using semantic sorting categories. (Author/DB)

Three relatively long-term observational studies, involving seven retarded preschool children, each of whom exhibited multiple stereotypes, were conducted to determine the extent to which the type of activity or setting had any effect upon the rates of stereotyped movements. (Author)

The use of a trained paraprofessional in a response reduction procedure with a self-stimulating severely/multiply disabled 12 year old resulted in a decrease in self-stimulation and an increase in socially relevant behavior. (CL)

Emphasizes the usefulness of a benefit-cost perspective to generate ideas for encouraging lawful behavior in a variety of different situations. Illustrating the utility of the benefit-cost perspective are traditional criminal behavior, business wrongdoing, and rule violations by public officials. (Author)

A six-week contingency management program to improve classroom behavior of learning disabled high school students climaxed in a two-day camping field trip. (A detailed trip log is included.) (PHR)

A procedure involving the intermittent presentation of timeout, restraint, and blindfolding produced complete suppression of self-slapping in a profoundly retarded adolescent. A variable ratio two schedule of time-out and physical restraint contingencies was effective in reducing and maintaining a low level of self-abusive behavior. (Author)

A firm physical restraint procedure (physically holding the child from behind until all verbal and physical aggressions had ceased for 30 seconds) was effective in significantly reducing the aggressive responses of a 6-year-old severely emotionally disturbed male in a self-contained special education class. (Author/CL)

A sharp pinch on the back of the hand, contingent upon hand in mouth behavior, was found to be an economical and effective aversive stimulus in a program which successfully reduced compulsive hand in mouth behavior related to vomiting and rumination of a profoundly retarded adolescent over a 3-month period. (Author)

The effectiveness of using the school principal for behavior contracting with problem students was studied with nine students (sixth through eighth grade). Implementation of administrator-student behavioral contracting successfully decreased the number of teacher referrals to the principal's office. Suggestions for implementing…