Tests social cognitive hypotheses that self-efficacy can be enhanced more effectively by symbolically modeling risk reduction information and by encouraging its cognitive rehearsal than by the presentation of risk reduction alone. Confirms hypotheses at both posttest and follow-up. (PA)

Examines the process of media supplementation in the Stanford Five-City Multifactor Risk Reduction Project, a long-term trial of communitywide cardiovascular disease risk reduction. Indicates that accessible awareness media disseminated early in the education campaign promoted use of information-rich depth media later. Suggests that information…

Researchers studied the predictive utility of the health belief model in relation to prevention of HIV infection among Asian-American college students. Surveys of 141 students indicated that perceived severity and barriers to preventive action were significant predictors of the adoption of HIV-preventive behaviors in that population. (SM)

Elements of a model for delivering statewide behavioral programing services to individuals with mental retardation in residential, training, and educational settings are described. The model includes such components as identification of levels of behavioral competence among staff members, an intervention approval process, regional behavioral…

Suggests that student problem behaviors are best addressed through instruction; teacher-student interactions are the best arena for teaching social behaviors; and problem behaviors have the same social ends as desirable ones. Outlines steps for analyzing the child's desired outcome of problem behaviors, choosing replacement behaviors, and planning…

Reports on the research concerning imagery practice as it relates to changes in adults who were teacher-participants in research study and reviews research findings from the literature regarding children and imagery practice. Concludes that counselors may use what is now known about imagery practice to guide teachers, students, and parents into…

The article describes a multifaceted intervention program based on social cognitive theory which was used with six boys, ages six to eight, with antisocial, aggressive tendencies. The intervention addressed cognitive/affective variables, behavioral factors, and environmental conditions. Evaluation indicated the program was effective, and it has…

Practicing safety belt use and presenting a skit about it were found to nearly double the rate of belt use among six kindergarten participants who had been inconsistent belt users. Eleven older children and parents of the kindergartners, who watched the play, also increased and subsequently maintained safety belt use. (Author/JDD)

The study compared the regular classroom behavior and teacher ratings of 17 learning-disabled (LD), 16 low average (LA), and 17 average (AV) children in grades 1-2 in 11 schools before and after LD placement in resource programs. Among findings were no preplacement behavior differences and more LD maladaptive behavior patterns at postplacement.…

This article reviews research describing the use of interspersed requests to prevent or reduce problem behavior (e.g., self abuse and aggression) in students with disabilities. The strategy requires presenting two to five short, easy instructional tasks immediately before presenting a difficult task or one likely to result in undesirable…

Staff ownership can be achieved only in a climate where synergism is understood and promoted. The principal must truly believe that the cooperative action of staff members working together is greater than the sum of their efforts taken independently and in isolation. Intimidating principal-teacher relationships must be eliminated. (eight…

Discusses discrepancies between attitudes and behaviors of day-care staff confronted with change, especially pertaining to multicultural issues. Outlines four basic reactions (positive attitude and positive overt behavior, negative attitude and positive overt behavior, negative attitude and negative overt behavior, and positive attitude and…

Explains a conceptual model for a comprehensive, multilevel, school-wide discipline program and describes its implementation in one elementary school. Key elements of the program include teaching social norms, a seven-step school-wide classroom management strategy, and targeted, intensive, and comprehensive interventions. (DB)

This article reviews what teachers can do to prevent aggressive behavior in students with emotional and behavioral disorders. It considers the dynamics of aggression, the role of the therapeutic teacher, creation of the positive classroom climate, functional assessment, and teaching alternative behaviors. (DB)

Describes a five-week group counseling program designed to help students adopt behaviors that can lead to greater academic success. Phases of the program are (1) institution and professor bashing; (2) member confrontation and accepting responsibility; (3) implementation of success strategies; (4) future pacing. Discusses results and implications.…