Effects of a movement suppression time-out, which involved punishing any movements or verbalization while a client is in the time-out area, were evaluated in four experiments. The procedure produced a larger reduction in the target behavior in all three children and effectiveness was explained in terms of suppression of self-stimulation during…

The establishment of a code of discipline leads to better classroom management. Using behavior modification techniques discipline problems are minimized and both teachers and students are the winners. Lists seven rules for the music room and describes methods of positive reinforcement and appropriate punishment. (CS)

Fourth and fifth grade girls observed a reward, punishment, or neutral outcome to a game played by a person who chose to or was forced to play. Children, who observed the punished model, appreciated her lack of deservingness. Results were interpreted in terms of the just-world hypothesis. (ST)

Factors leading to increasing crime are not easily recognizable and emotional approaches to establishing punitive measures adds to the confusion. Some attitudes are discussed here. (JB)

Discussion based on Wilson on the justification of punishment,'' by M. Fisher and G. Wall, Journal of Moral Education, v1 n3; and The justification of punishment,'' by J. Wilson, British Journal of Educational Studies, v19 pt2. (CB)

A group outcome study evaluated the effectiveness of four treatment procedures in reducing self-injurious behavior among 22 severely handicapped students (mean age 10.5 years). Contingent restraint was most effective in reducing behavior below baseline levels. (Author/CL)

The author replies to an earlier contention of D. Smith (EC 133 830) that seclusionary timeout for behavior disordered children actually constitutes extinction rather than aversive control. The author cites methodological flaws in Smith's studies. (CL)

One reversal and two multiple baseline designs were used to assess the effects of punishment on the disruptive behavior of six adolescent learning disability students. During baseline conditions of praise and ignore contingencies, the frequency of inappropriate preacademic behavior was assessed. With the institution of punishment procedures,…

Suggests that the constitutional questions in "Ingraham vs Wright" lend credence to a concern that the Court is seeking to eliminate all due process intervention outside of the incorporation and privacy cases and to limit even these cases to defenses of a criminal prosecution. Available from Suffolk University Law Review Office, 41…

The Supreme Court has ruled that corporal punishment is constitutional, and 30 states allow its use. However, 20 states have chosen to abolish it. Discusses the pros and cons of corporal punishment. Notes that minority and disabled students are paddled more often than their classmates. (MLF)

This paper offers modifications to the position of Horner and others (EC 232 976), including tying the level of approval required for an intervention to the seriousness of the behavior problem. The paper proposes that the debate over the use of "aversives" is finished, and attention should now be turned to how best to use positive…

The article reviews various therapies for hyperactivity including pharmacological and behavioral therapies. The heterogeneous nature of this population suggests that punishment procedures used as part of a behavioral management intervention may be effective in establishing responsible behavior and warrant more research. (Author/DB)

The National PTA opposes the use of corporal punishment in schools. Several states and foreign countries have banned this form of discipline, and studies show it to be ineffective. Alternative methods of controlling student behaviors are suggested. (IAH)

Shows that use and effects of punishment are significantly altered by average levels of reward power and punishment power in power-dependence relationship. The power-balancing effect of punishment is most likely to occur when an actor lacking reward power has punishment power that is stronger in relation to the other actor's punishment power but…

Investigates what makes a vigorous interaction violent and how much vigorous interaction is permissible in the schools. Suggests that the justice of punishment, or its cruelty, can be judged independently of the vigor of its interactions. (JOW)