Moderately depressed females (N=26) were assigned randomly to assertion training or delay-control groups. Experimental subjects became significantly more assertive and engaged in more activities than controls, and effects of treatment continued after treatment ended. Eight weeks after treatment, the experimental subjects' scores indicated…

Compared effectiveness of counterconditioning and self-control models of systematic desensitization in reducing targeted and nontargeted anxieties. Treatments were equally effective in reducing and maintaining reduction of targeted anxiety, debilitating test anxiety. (Author)

Test-anxious students were assigned to a core treatment (Meichenbaum's cognitive behavior modification and study skills training) alone, with videotaped modeling, with rehearsal modeling, or under control conditions. No treatment led to significant academic performance improvement, a finding consistent with many test-anxiety studies using grades…

Research on the effectiveness of cognitive behavior modification on learning disabled students' self-monitoring is reviewed. Among conclusions are that self-recording of ontask behavior results in increased ontask behavior and academic productivity and that the procedure takes a minimal amount of teacher time. (CL)

Encourages an expansion of the counselor's role through an evaluation of the efficacy of certain cognitive training procedures in teaching young children skills for interpersonal problem solving. (Author)

Compared experimental desensitization with a procedure that replaced relaxation with a distraction task and with an approach that combined both relaxation and distraction. Desensitization generally was more effective than the other two procedures. (Author)

Reports results of a two-part study designed to extend training in cognitive interpersonal problem solving to an adult alcoholic population. Treatment subjects made greater improvement on problem-solving thinking than controls. Responses in discharge interviews demonstrated that treatment subjects were more likely to anticipate and plan ahead for…

Presence or absence of tension release significantly influenced the number of relaxation cycles necessary to produce reports of deep relaxation, frequency of practice, and successfulness of eliminating daily tension at follow-up. Subject's ability to reduce physiological activity by a procedure contributed to reductions in subjective tension.…

Subjects responded to questionnaires and rated events in the Social Readjustment Rating Scale. Some were given psychophysical training before rating events. Training did not have significant effect on ratings. Stressfulness ratings were consistently higher than those of social readjustment. Data suggest this effect interacted with the events…

Sixteen adult stutterers were randomly assigned to one of two groups: awareness training plus regulated-breathing or Azrin and Nunn's regulated-breathing method only. Awareness training significantly reduced stuttering compared to the control procedure. But the most significant improvement appeared after introduction of the regulated-breathing…

The effect of a reinforcement program on the rate of attendance and tardiness was examined in an ABAC design across four male special education junior high students enrolled in a class for behavior and attendance problems. (Author)

Assesses preschool children's preferences for eight snack foods and tests procedures to modify preferences for certain foods by having children sort foods according to self-determined categories. Enhanced preferences for target foods generalized to other foods in the same category only for children using semantic sorting categories. (Author/DB)

A behavior management simulation training system for special education teachers was carried out through microcomputers. Four software facets focused on the behavior game, feedback, computer assisted instruction, and computer guided implementation. (CL)

The study demonstrated the effectiveness of using a multielement design to identify functional reinforcers for a noncommunicating, low functioning, deaf blind boy (age 9). Results indicated that both social and tangible reinforcing consequences were effective in reducing incorrect responses; both types of consequences were more effective than…

Describes the method and procedures used and results of research into 72 students' participation in a psychology course emphasizing self-modification. Findings showed that students were able to produce significant changes as a result of course participation and application of self-control procedures. (CK)