Paper presented at Conference on New Approaches to Behavioral Research on Smoking sponsored by the American Cancer Society in Tucson, Arizona, on March 30 and 31, 1972. (DS)

The modification of both social behavior when in the resource room and academic gains in reading and arithmetic were significant for the experimental subjects; however, attending behavior while in the regular classroom was not different from the controls. (Author)

The teacher cannot existentially know the subjective consciousness of the student--what he is conscious of, how he is structuring the present in terms of past experiences, what exact meaning he gives to phenomena, or what his intentions are for future action. This has resulted in an excessive reliance on the use of power in the educational…

The incidence of changes reported after Dutch laboratories is comparable with that found in studies conducted in the United Kingdom and the United States, although Dutch participants improved more in active" communication to others while British and American participants improved more on the receptive" side. (Author)

Author demonstrates how the new model can be used for more effective programming to bring about behavioral change. (Editor)

Discussion focuses on the development of experimental techniques which have revealed a competent infant, one who is both sensitive to his external environment and capable of modifying and being modified by that environment. (Author)

Describes a project involving nondirective play therapy conducted in two elementary schools in Kern County, California. (CB)

A paradigm wherein a mother was reinforced for observing and modeling her child's therapist produced significant changes in a maladaptive parent-child interaction pattern. (Author)

Study evaluated behavioral changes and tangible changes in personnel programs at a training center for personnel management specialists in the Air Force. (Author/RK)

Prediction was not supported that responses followed by positive or negative social consequences would immediately be repeated or changed, respectively. (Author/MB)

Head Start children were matched into two groups on the basis of disruptive behavior during rest periods. Attempts were made to modify their behavior using either instructions or token reinforcement procedures. Results suggest that a combination of reinforcement together with instructions is much more effective than either of these alone. (Author)