A word level behavioral routine for the remediation of distinctive feature errors was developed for resolving some current theoretical criticisms of minimal pair therapy and used with seven children (5 and 6 years old) with moderate to severe nonorganic phonological disabilities. (Author)

A majority indicated multiple-school allegiances and did not believe that a one-school approach is most effective. However, the therapeutic attitudes and practices of these therapists strongly followed lines of primary school allegiance. (Author)

Finds that there are specific target behaviors for public speaking that can be acquired with instruction. Evaluates the three main components of the Fawcett and Miller public speaking package, a fourth component, and assesses the generality of trained public speaking behaviors over time, across settings, and across behaviors. (JMF)

Tested a response cost procedure, compared with Ritalin treatment, on hyperactive elementary school children to determine effectiveness in reducing hyperactive behavior and in increasing academic performance. The cost program alone and combined with medication were effective in reducing off-task behavior and in increasing academic performance.…

The training program described is designed to help youth sports coaches relate more effectively to their players. (JD)

The author attempts to clarify the difference between punishment and negative reinforcement and suggests that negative reinforcement should be used only as a last resort as a disciplinary tool. (KC)

Results indicate that continued posttreatment therapist contact led to significantly better maintenance of smoking reduction at six-month follow-up. After one year, however, superior maintenance was not demonstrated. (Author)

The self-injurious behavior of a 37-month-old, developmentally disabled, severely handicapped child was reduced with an overcorrection procedure, though no transfer of training to the home setting took place. (Author/DLS)

Following trials in which children self-administered prizes, subjects in the stringent-demand group performed significantly better, during both the incentive and the extinction conditions, on time at task, number of correct problems, and number of problems attempted, than did subjects in lenient-demand and control groups. (Author/CP)

Pleasant imagery relieves pain and may account for much of the effectiveness of stress inoculation training. Women who used imagery controlled their pain better; women who did not use imagery had longer tolerance when they heard pain conceptualized as a multistage process. Self-instruction did not affect pain control. (Author)

The effectiveness of various court-ordered punishment dispositions is evaluated. Subjects receiving "no punishment" had a lower probability of future crime than those receiving fines. Repeaters and nonrepeaters did not differ on type of crime, seriousness of crime, or on amount of fine paid at first offense. (Author)

Presents a case study detailing how paraprofessionals, acting as lunchroom supervisors, have been trained to utilize behavior management techniques to effectively reduce the incidence of disruptive behavior. (Author)

Suggests secondary parasuicide prevention is the most viable path for future research. Aggressive case findings and primary prevention approaches have failed to reduce suicide attempt rates. A secondary prevention model, based on factors predictive of parasuicide, was developed. Stress reduction and cognitive restructuring were primary goals of…

A case study of a 10-year-old boy with poor performance in language and math investigated whether increasing on task behavior in one subject area will increase on task behavior in another area. Results indicated that increasing on task behavior in one curriculum area does not necessarily generalize to another area. (PHR)

Findings indicate that the effects of assertion training generalized to novel teacher, parent, and student situations and to the in vivo test. Structured learning training with teacher trainers produced more assertive behavior in teacher situations. Performance was differentially affected by type of participant. (Author)