A ratio adjustment procedure for baseline records which compares the observed response frequency with a maximum possible frequency for each observation period is described. This ratio is transformed into a response percentage with a more general predictive value for the behavior modification practitioner. (Author/RC)

Three articles presented at the 54th Annual Convention of the American School Health Association discuss: understanding stress with an emphasis on environmental factors; stress management techniques; and questions from the audience pertaining to stress management. (JN)

Among obese females following a behavioral weight loss program, a measure of perceived personal control significantly predicted outcome. Internals achieved greater mean weight loss. The internal control orientation was associated with higher extraversion and self-acceptance, but neither of these other variables correlated with weight loss. (Author)

A self-administered assertiveness training program trained refusal of unreasonable requests from strangers and close relationships. Comparison with a placebo program indicated the assertiveness program produced superior effectiveness of assertion, content of assertion, verbalization of assertion-related obligations, persistent assertive…

Findings support the effectiveness of an integration of cognitive and behavioral procedures for developing self-control in children and suggest the relative superiority of the conceptual approach to cognitive-behavioral treatment. (Author)

Probationers' problems with probation officers and employers were used in a role-play test. Groups of probationers received behavior training in petitioning and justification skills and were able to learn the responses as assessed during role-played situations. (JAC)

Isolates active ingredients of the coping-skills component: sensory discriminative (SD), motivational affective (MA), and cognitive evaluative (CE) skills. Checks on independent variable manipulation reveal that SD skills are learned and employed, MA skills are already known but refined, and CE skills are largely ignored. (Author)

Provides summary and analysis of literature on the counselor's role in school discipline. Roles are grouped into six categories: mediator, ombudsman, consultant, psychological educator, special program developer, and counselor. Counselors may find roles that satisfy the needs of their students and are appropriate to their own personalities and…

This study indicates that social drive and valence theories of social reinforcement cannot adequately account for the results of three different measures of reinforcer efficacy (accuracy, rate, and persistence). Suggests that activation/arousal theories provide a better basis for behavior modification. (BH)

The author outlines a framework of desirable therapist behavior to be followed when providing behavioral intervention counseling for homosexuals. Presented at the annual convention of the Association for Advancement of Behavior Therapy, San Francisco, 13 December 1975. (Author)

Unhappily married couples (n=10) were divided into an experimental and control group. The treatment program consisted of training couples to interact more positively and efficiently when engaged in problem solving and teaching couples to make written contingency contracts. The group receiving treatment improved significantly more than did the…

Problem drinkers in the community were subjects in a study that evaluated the therapeutic potential of learning techniques in changing abusive drinking patterns and achieving moderation. The authors conclude that moderation is a more attainable and feasible goal for problem drinkers than for chronic alcoholics. (Author)

The present study evaluated the likelihood that volunteers for behavior therapy research are self-selected on variables known to moderate therapeutic outcomes. Compared with nonvolunteers, volunteers reported greater anxiety and externality. Among speech-anxious subjects, however, no volunteer bias was observed. (Author)

Outlines a checklist that provides immediate, specific information on the Attention Deficit Hyperactivity Disorder child's behavior and academic performance. Lists objectives of the checklist, its content, and the ways in which the checklist is to be used. Claims that the checklist fosters teachers', parents', and children's cooperation. (RJM)

Provides an analysis of aggressive and violent behavior among today's youth and of practices, both historical and current, that have been used in schools to deal more effectively with such behavior. Public enlightenment and more proactive strategies are suggested as measures to achieve more positive outcomes. (Author/CR)