Continuous self-monitoring (CSM) was compared with a demand characteristics control condition (non self-monitoring), with intermittent self-monitoring (ISM) and with another control condition. It was predicted that both self-monitoring conditions would produce effects over and above the demand characteristics inherent in the self-monitoring…

The phenomenon of imitation is seen to be a powerful but underemployed rehabilitation strategy for use in special education. (Author/DB)

This article outlines an effective alcohol prevention education program and delegates certain responsibilities to the teacher. (SK)

Purpose was to assess immediate and dealyed effects of social modeling, cognitive structuring, and two self-management strategies for increasing affective self-disclosure. Social modeling and cognitive structuring had immediate effects on affective self-disclosure. A combination was more effective over time than any single treatment or no…

Presenting a five-step positive reinforcement model for teachers and prospective teachers wishing to achieve a greater degree of self-management, this article includes discussions: selecting a goal; recording the quantity and circumstances of behavior; changing setting events; establishing effective consequences; and focusing on environmental…

Actual and verbally reported decisional self-control choices (e.g., one penny now or two pennies in 1 minute) were obtained from 40 educable and trainable mentally retarded adolescents who participated in a sheltered workshop. (Author)

Available from: American Association for the Education of the Severely/Profoundly Handicapped, 1600 West Armory Way, Seattle, Washington 98119.

The study compared the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children. (Author)

Boys (N=55) aged 8-11, categorized as impulsives by the Matching Familiar Figures test, participated in a study comparing the effects of three different techniques, designed to change an impulsive cognitive style on response accuracy and response latency. Subjects trained to increase response latency did show a significant increase in latency.…

The training program combined self-instruction and cue-controlled relaxation as competing responses to provocation. Tantrum behavior decreased from 3.3 per day during baseline to .89 per day at the end of treatment, and once every two weeks during follow-up. Implications for using cognitive treatments with nontraditional clients are discussed.…

Adolescent risk-taking behavior needs to be understood in the context of contemporary youth culture and normal development. To facilitate passage through adolescence, parents should sustain a climate of control and commitment balanced by respect for the adolescent's increased capacity for self-regulation. (Author)

The article presents guidelines for teaching self-management strategies to improve mildly handicapped elementary students' independent work habits. Applying the skills of self-recording, self-evaluation, and self-reinforcement to math seatwork involves providing a rationale, modeling the strategy, and providing practice with feedback. Field test…

A group process can allow teachers and students to deal openly with sources of conflict causing surface behavior problems and enhance self-control among students. Specific guidelines for group meeting structure and teacher behavior are given. A table summarizes the variety of functions and goals for which groups can be used. (VW)

The scope and incidence of school-based aggression, specifically physical and verbal assault, are noted. Interventions discussed include: contingency management (reinforcement, ignoring, response cost, timeout, peer procedures, and aversive consequences) and self-management procedures (social skills training, problem-solving training, and…

Illustrates appropriate teacher responses to typical occurrences in early childhood settings through the use of four separate vignettes. The responses and rationales are offered as starting points for developing individually-planned, reasoned approaches to discipline situations and for encouraging self-discipline in young children. (DST)