Two severely retarded adolescents who participated in self instructional training for increasing a complex social-leisure skill, game playing, learned to perform and verbalize the individual game steps. With minimum prompts and specific dyad training Ss were able to play the three games accurately in both situations. (CL)

Any punishment in which the student is a passive recipient leaves all the responsibility in the hands of the teacher. The techniques of having students name behavior, choose alternative solutions, and plan and take relevant consequences actively involve them in their own disciplining and encourage self-discipline. (MT)

A teacher of children with multiple disabilities reviews an adaptation of the "Conflict Cycle" designed to help children understand their conflicts through concrete manipulation of cards involving visual, auditory, and tactile modalities. (CL)

Applied an integrative model of change to the study of subjects (N=872) changing their smoking habits on their own. The subjects represented five stages of change: (1) precontemplation; (2) contemplation; (3) action; (4) maintenance; and (5) relapse. Relapsers' responses were a combination of contemplation and action. (JAC)

Presents an integrated view of contributions made by various sections within cognitive psychology in which problems of consciousness are addressed. Implications concerning the relationship between cognition and behavior are pointed out. (Author/RH)

Resource teachers can help learning disabled students generalize skills to a mainstream setting with three types of procedures: transfer activities; self control procedures (in which a behavior contract is developed and contingencies for self reinforcement are specified); and cooperative planning (in which resource teachers and regular teachers…

Learning disabled adolescents can become more responsible for their social and academic performance by learning to monitor themselves. Self-monitoring activities can involve self-assessment, self-recording, and self-reinforcement. Procedures for establishing a self-monitoring approach are discussed. (CL)

Discusses myths about the Japanese management styles; what the West can learn from the Japanese; the concept of nonlinear management; and training modules which teach self-discipline, tolerance, and nonlinear management. (CT)

The study evaluated the effects of self recording alone and of additional self-management techniques in improving the ability of adults with mental retardation (N=9) to self-direct daily living activities. All subjects improved their performance in task completion suggesting that self-recording alone may be effective in improving task completion.…

Emotional responses affect interpretation of messages heard and raise barriers to effective listening. Teaching students to listen objectively and recognize emotional triggers will help them develop clearer understanding and result in better learning. (SK)

Conducted short-term anger management workshop with 18 medium security male inmates. Data from pre- and posttest administrations of Novaco Anger Scale revealed significant decline in scores following treatment. Inmates' comments suggest that most effective anger management skill they learned was to walk away from conflict and calm down in some…

A theory of ironic processes of mental control is proposed to account for the intentional and counterintentional effects that result from efforts at self-control of mental states. The theory holds that an attempt to control the mind introduces operating and monitoring processes that work together and separately. (SLD)

Elaborates on Foucault's analysis of how sovereign power has been replaced by disciplinary power exercised by people on themselves and others. Urges adult educators to be aware of power, especially in the apparently beneficent participatory practices they intend to be empowering for learners. (Contains 20 references.) (SK)

Evidence indicates that after-school programs are beneficial to children in the elementary school years, especially when they target more than just problem behaviors, but also focus on a wide range of positive developmental outcomes such as critical thinking, self-awareness and self-confidence (Catalano et al., 2002). The most effective programs…