The study involved a 3 1/2 year retrospective analysis of a transdisciplinary peer review committee in a residential facility for the mentally retarded including 141 restrictive behavior management programs. Data are presented on three variables: (1) "turn around" time, (2) average number of reviewers, and (3) reviewer comments.…

A six-year-old with severe conduct disorders and learning delays increased task accuracy and on-task performance and decreased his disruptions after a reinforcement contingency was instituted. Eventually the child assumed responsibility for grading all tasks independently, maintaining high task accuracy. (CL)

The effects of treatment on errors in consonant clusters and in ambisyllabic consonants were investigated in two adults with histories of developmental phonological problems. Results indicated that treatment, consisting of a sound-referenced rebus approach, affected change in production of trained words as well as generalization to untrained words…

A teacher recounts his work to help a troubled child (who was causing classroom disturbances) learn to make friends and gain peer acceptance. (CB)

A variety of group oriented behavior management strategies to modify classroom behavior problems is suggested. Advantages, disadvantages, and implementation guidelines for the group response cost system, the good behavior game, the group timeout ribbon, hero method, peer-mediated extinction, and peer confrontation. (DB)

The paper summarizes characteristics of the child with Prader-Willi Syndrome (characterized by insatiable appetite and usually mild to moderate mental retardation). Suggestions are offered for the environmental and behavioral management of the Prader Willi student. (DB)

Explored the level of family therapist complementarity in the early, middle and late stages of therapy performing a micro-analysis of Salvador Minuchin with one family in successful therapy. Level of therapist complementarity was signficantly greater in the early and late stages than in the middle stage, and was significantly correlated with…

The paper reviews uses and effects of psychostimulant drugs in the treatment of Attention Deficit Disorder (ADD) in children. Although about 70% of ADD children treated with stimulants demonstrate short term improvements, the use of stimulants alone has not resulted in altered long-term prognosis for treated children. (Author/DB)

The importance of applied behavior analysis (ABA) in the etiology, control, and prevention of major types of morbidity and mortality is discussed in terms of the health promotion era in public health, the merging and extension of ABA and public health paradigms, and the development of effective interventions for maintaining healthy behavior.…

The article examines community dental health promotion for children in terms of factors impacting children's dental health (water fluoridation, dental health education, behavior change strategies, use of dental services, and dental phobias). Proposed is a large scale behavior change approach to public dental health which integrates applied…

Intervention in the form of confrontational and didactic counseling was used with a blind adult male demonstrating behavior and attitudinal problems in his sheltered workshop setting. The intensive intake counseling prior to rehabilitation services and teaching of job-seeking skills resulted in the client obtaining and keeping a white collar…

Intended for teachers, the article provides an introduction to the four major classes of psychotropic medication (stimulants, tranquilizers, anticonvulsants, and antidepressants) commonly prescribed for children with learning or behavioral disorders. Specific effects on the classroom are addressed. (DB)

A nutrition education curriculum, which emphasized the importance of a low-salt, low-fat, and increased complex carbohydrate diet for cardiovascular health, was pilot tested on third and fourth graders. At posttest, participating students reported significant, positive eating pattern changes while students in the control group did not. (Author/MT)

Undergraduates (N=111) participated in one of two cognitive behavioral training programs, which included behavior rehearsal, modelling, coaching, cognitive-restructuring, and emphasis on the transferability of skills. Neither self-report nor behavioral outcome differences between the facilitative versus the didactic approaches were noted. However,…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)