A series of articles on how a Maryland school system utilized the team conference concept in fostering humaneness in its schools. Discussions on the role of the principal; an alternative program for disruptive, low-achieving students; a teaching program in human behavior; and a sociopsychological approach to drug education were included. Presented…

The group leader who uses communication exercises without an adequate rationale may be taking unnecessary risks and jeopardizing the effectiveness of the group. This article presents a rationale for using communication exercises in groups for the purposes of initiation, facilitation, and termination and describes the means by which they are…

This article presents practical applications of the theoretical notion of modeling. Use of the live and symbolic models is emphasized, along with the modeling techniques of role reversal and role identification. (Author)

Argues that behavior modification represents the use of a series of scientifically verified techniques that could be used to promote more effective learning of both social and academic subject matter. The author maintains that a behavioral approach fails to help the teacher decide why, what, and who is going to learn. (Author/JF)

Brief description of a series of investigations designed to determine the relative effectiveness of various motivators in effecting oral hygiene behavior in a group of junior high school. Presented at the annual meeting of the American School Health Association, San Diego, California, 1972. (JC)

This case is presented as an instructive example of how the use of behavior modification techniques can be implemented in an elementary school setting. (Author)

A poem by the author suggests that the use of empathy, communication, and participation can bring about desired changes in management development situations. (DS)

Adaptations of token reinforcement and time out from reinforcement were used for reducing the highly disruptive classroom behavior of a first grade boy. High and low rates of disruptive behavior were paralleled by changes in tardiness from recess behavior thus indicating generalization of conditioning. (Author/CG)

A twelve-year-old profoundly retarded, self-abusive and assaultive child who did not feed himself was motivated to feed himself and modify undesirable responses within eight days. (Authors)

Identified are misconceptions of behavior modification procedures according to which behavior modification is connected mistakenly with noncontingent reinforcement, partial change of a teacher's behavior, decelerations of inappropriate behaviors only, dependency producing technology, teacher dominated activity, a single type of classroom…