Evaluates a short-term residential program utilizing a behavior modification program in an outpatient unit for adolescents with mostly conduct problems. Evaluation indicated predictors of outcome, including: age, gender, diagnosis, length of stay, father's presence, other treatments received, and presence of learning problems. Factors such as…

Seeks to review varied meanings regression has held within psychoanalytic and developmental literatures; focus on the forms, frequencies, and functions of regression when examining data from two structural developmental models addressing dimensions of normative adolescent identity development; and consider precipitants for different forms of…

Describes research that focused on the design of an effective, economical, and easily implemented treatment for disruptive classroom behavior in both general and special education students. Multi-component treatment options included mystery motivators, token economy with response cost, and antecedent strategies delivered within a group contingency…

Two functional communication training (FCT) conditions were compared to treat behavior problems of a child with mental retardation. The child was taught to emit a single FCT response to obtain one of six items or multiple FCT responses that specified the exact item. Only the FCT-multiple conditions reduced problem behavior. (Contains four…

Eighth graders (N=517) attending three New York City schools completed a questionnaire related to drug use and aggression. Self-reported aggressive and unsafe behaviors were associated with initiation of drug use. Sex differences were found for aggressive behavior, victimization, and unsafe behavior. Implications for prevention programs are…

Examines the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 second-grade students. Study compares levels of disruptive behavior across baseline, an intervention phase with only randomized reinforcers, and an intervention phase with all components randomized. Results suggest that both…

A study of 82 preschoolers determined that a new play assessment (Child-Initiated Pretend Play Assessment), which identifies cognitive play skills, possessed acceptable interrater reliability and could discriminate between the play of typically developing preschoolers and those with preacademic problems. (Contains 65 references.) (JOW)

Investigates factors associated with improvement in the behavioral-emotional functioning of sexually abused children, from 6 to 18 years of age. Findings show that children in an actively disclosing stage exhibited significantly less externalizing behavior problems. Children receiving full support from foster parents showed significantly lower…

A study attempted to replicate a previous study that presented reliability data from recordings of behavior state using a 13-category coding system. Replication was unsuccessful. Obtained mean percentage agreement on occurrence for individual behavior state and participants (n=34) ranged across observer pairs from 0 to 58 percent. (Contains 13…

Examined social factors associated with changes in two forms of adolescent deviance, substance use and delinquency using a model that combines social control and differential association perspectives. Results for approximately 2,000 high school students support the model and show that strong bonds to family, school, and community protect…

Investigates the relationship between the cognitive and behavioral indicators of eating disorders and characteristics of codependency, including exaggerated caretaking and constricted emotion. The role of family environment is investigated through an assessment of separation from parents. Findings are discussed in terms of…

Factors that affect the way children play at home and at school were investigated using a parental survey and discussions with students. Subsequently, a plan to reduce violent play was implemented in a kindergarten classroom. Evaluation findings showed a slight decline in children's aggressive play. (JPB)

A brief functional analysis indicated that the object mouthing of a young girl diagnosed with autism was maintained independent of social consequences. Separate and combined effects of response blocking and non-contingent reinforcement were then evaluated as treatments. Although both interventions were unsuccessful when implemented separately,…

Twenty children with autism, ages 3 to 6 years, received either massage therapy or reading attention by their parents for 15 minutes daily for one month. Evaluation suggested that children in the massage group exhibited less stereotypic behavior and showed more on-task and social relatedness behavior during play observations at school, and they…

Shortages of teachers with specialized skills, coupled with increased difficulty accommodating students with problem behaviors in general education classrooms, create pressures for performance and accountability in schools. Describes improvements in classroom ecology after implementation of a school-wide discipline model. These outcomes were…