Studied the use of a social learning approach to reduce the unpopularity of an 11-year-old girl. Used a multiple baseline design to successively implement reinforcement contingencies on each class of social skill. Substantial improvements in performance were noted. Sociometric ratings of popularity by others improved after intervention. (Author/RC)

Presents a model for a creative art lesson which uses a mediational approach to modifying creative behaviors. Students learn vicariously through first observing a model demonstrate the complete learning experience. (Author/SJL)

Evaluated strategies for enhancing treatment maintenance: behavior problem solving and faded counselor contact. Volunteer college students concerned about academic underachievement participated. Results indicated training in problem solving was effective treatment maintenance strategy, while brief fading procedure was not. Treatment effects may…

The authors advocate the adoption, in Michigan and elsewhere, of the recognized specialist, Certified Behavior Therapist. (DB)

The skills-acquisition group was superior in performance on the analogue test as well as in grade point average. They reported greater knowledge of effective test-taking skills and less attentional interference during testing. Results suggest that inadequate test performance be reconceptualized as ineffective test taking. (Author)

Results indicate: (1) medium overlearning enhances skill transfer; (2) high overlearning decreases skill acquisition and transfer; and (3) precounseling structuring has no effect on acquisition or transfer. The method evaluated is effective in teaching social skills to institutionalized elderly. (Author)

The covert modeling group was somewhat more improved than the cognitive restructuring group. Results suggest that cognitive restructuring may work by mechanisms of covert rehearsal and response-relevant covert positive reinforcement. (Author)

The self-injurious avoidance responses of a 22-year-old severely mentally retarded male were eliminated through a forced running consequence. Side effects, such as reduced noise, increase in smiling, and faster progress toward instructional objectives, were also noted. The results were maintained over a period of two years. (Author/PHR)

A sample of 116 British teachers completed Musgrove's scale assessing their attitudes toward behavior modification and its use in educational settings. Overall mean scores suggested ambivalence. Among background variables, only prior familiarity with behavior modification influenced teachers' attitudes toward it, confirming Musgrove's findings.…

Depression workshops were conducted in three treatment conditions: cognitive, behavioral, and nondirective. Subjects in all conditions showed significantly decreased depressive symptomatology, which was maintained through a follow-up period. No significant differences among treatment conditions lasted through the follow-up period. (Author)

The techniques of initiating and terminating therapeutic encounters have been disproportionately represented in the literature of strategic therapy. Using the patient's own report, the middle phase of therapy for severe marital difficulty is illustrated. Central to the final outcome was a paradoxical instruction. (Author)

Breaking a capsule of aromatic ammonia under the 5 year old retarded boy's nose contingent upon his self poking was found to be the most effective form of treatment. (Author/DLS)

Four models of teaching methods are presented: social interaction, information processing, affective instruction, and behavior modification. The need for adapting these models to individual students is explored. (JD)

The program was developed incorporating factors of the Health Belief Model (HBM) and persuasive communication. Results demonstrated the overall effectiveness of the program. However, the program should be used on to determine the appropriateness of using the HBM as a theoretical base. (Author/BEF)

Results showed that clients demonstrate the most appropriate behavior when staff receive feedback concerning their use of behavior modification techniques. Staff did not require the typical daily supervision but only random monitoring in their use of these techniques. (Author)