Eighty elementary school children assigned to experimental conditions of modeling, role playing, and modeling combined with role playing, chose significantly more delayed rewards than control children. Findings suggest that modeling is a significant determinant of self-control behaviors. The effectiveness of the role playing procedure was…

Goals of a learning center for the severely handicapped should include individualized instruction (both academic and nonacademic); student independence; and increased self-control, attention span, and concentration. An aide should supervise the center, while the teacher provides individualized instruction. (JC)

Reviews the research on the use of behavioral self-control procedures with students in classroom settings. The use of behavioral self-control procedures appears promising with on-task and academic behaviors and inconclusive with disruptive behavior. (Author)

Kunce, Ryan, and Eckelman have reported some promising evidence on an index for predicting violent behavior derived from differential Wechsler Adult Intelligence Scale (WAIS) characteristics. The present study is an attempt to replicate their findings. Results of this study were unsuccessful. (Author)

Ex-smokers (N = 61) who had stopped smoking as part of a televised "clinic" were assigned to either a tape-reinforcement or nonreinforcement condition and were followed up a month later. A self-regulated reward system can be an extremely cost-effective tool in preventing short-term recidivism among neophyte ex-smokers. (Author)

Suggestions are given for self-operated prompting strategies to help severely handicapped students perform independently in the community, vocational, or classroom setting. Guidelines are given for developing pictorial prompts and auditory (tape recorded) prompts.(DB)

The influence of attribution and self-control training on short- and long-term maintenance of strategic behavior, impulsivity, and beliefs about self-efficacy was assessed in 77 underachieving, hyperactive children. Results supported the use of attribution and self control training in treating strategic deficits in hyperactive and learning…

Proposes that difficulty expressing anger and difficulty controlling intense emotions are predisposing factors linked to depression and chronic pain. Proceeds from an exploration of diverse models and proposals to present a unifying theory of arousal with a view toward developing research questions and paradigms. (Author/NB)

This is a review of articles on different subprocesses in academic self-regulation, self-systems, instructional context management, socialization of children, metacognitive functioning, and self-verbalization. Conclusions show relevance for self-regulated learning theories in research design and in directing students toward self-reliance. (JAZ)

Presents two studies that describe behavior of very young children in tasks requiring self-control. Behavior of 27 two-year-olds completing a task was observed and coded in Study 1 using a 10-category coding system. In the second study, 82 children 24 to 36 months old were observed in three delay tasks. Significant effects were found for age and…

Evaluated three separate versions of a self-control therapy program for depression: one with a behavioral target, one with a cognitive target, and one with a combined target. Found that all conditions improved significantly and equally on measures of both behavioral and cognitive target variables and on self-report and clinician rating scales of…

Describes an emotional control card useful in enhancing the application of rational-emotive imagery in counseling. (Author/BL)

Using a sample of 98 alcoholics, studied intercorrelations between control-over-drinking ratings made in 10 follow-ups covering the first 18 months after treatment. Control among treated alcoholics was generally inconsistent and only marginally predictable. Recidivism increased up to 9th-month follow-up, then it stablized and seemed to decline…

A correspondence training procedure was used to develop consistency between children's verbalizations and subsequent behavior across increasingly remote settings and time. Generalization was obtained in the absence of any salient externally imposed contingencies after Ss had reliably come under control of verbalizations about preschool behaviors.…

Compared neuro-linguistic programing treatment for anxiety with self-control desensitization of equal duration and a waiting-list control group in treating public speaking anxiety. Results indicated that neither treatment was more effective in reducing anxiety than merely waiting for one hour. (Author/MCF)