Examines effectiveness of self-recordings as the only intervention component within the self-control paradigm for increasing on-task behavior of four behaviorally handicapped students (10-12 years old). Results indicated that more of the intervals were scored on-task when self-recording was in effect than during baseline. Follow-up data indicated…

A self-control strategy training procedure was effective in improving two elementary learning disabled students' use of parts of speech and mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. (Author/CL)

A systematic prompting system involving four levels of prompts (self-initiating, motivational, content related, and literal) increased the number of sentences written as well as decreased the average prompt level for three youths (14-15 years old) with behavior disorders. Ratings by independent judges were significantly higher for compositions…

Two studies involving college students examined mechanisms responsible for observed self-reinforcement effects. Results seemed to support the view that self-reinforcement procedures work by setting a socially available standard against which performance can be evaluated. (CL)

Describes self-instruction training, a cognitive-behavioral approach to self-control in which children are taught to use covert speech to modify their own behavior. Discusses its effectiveness as an intervention technique for use by school psychologists. Presents research results addressing how and when to use this strategy. (BH)

Three moderately retarded 12-14 year olds participated in a program of responsive questioning designed to help them learn through regulation of their cognitive and linguistic performance. Exerpts from the sessions illustrate the value of the approach in making the transition from other to self regulation. (CL)

The addition of self-monitoring to a social skill training program involving verbal training and role playing resulted in rapid generalization of appropriate responses to a supervision's instructions by behaviorally disordered adolescents in vocational classes. (Author/CL)

The functional relationships between developmental change in children's self-control and academic achievement were examined using longitudinal family data. Multivariate latent growth models (LGM) were specified to determine whether the rate of growth in academic achievement changes as a function of developmental change in self-control. Data came…

The game of "Simon Says" was played individually with preschool and elementary school students. Errors decreased significantly with grade. (ST)

The purpose of this study was to determine whether self-disclosure would make a person more vulnerable to personal threat and thus increase instigation to angry aggression. (Author)

This article explores three primary steps involved in helping clients to control their own behavior change: self-observation, self-monitoring, and self-regulation atrategies. Self-regulation provides an affirmative answer to the question: Is the client a counselor?'' by promoting client responsibility and independence in the counseling process.…

The effects of attention to symbolic presentation of contingent rewards, in the form of slide-presented images, on children's ability to wait for the delayed reward were investigated. Attention to the symbolic contingent rewards greatly increased the duration of the children's delay of gratification. (Author/KM)

The effects of punishment on resistance-to-deviation behavior in adolescents were assessed in a laboratory analogue designed to stimulate a naturalistic situation. Contrary to prediction, mothers appeared to be more influential punitive agents than fathers. (Author/CB)

This study investigated the therapeutic feasibility of self-administered punishment of imagined behavior. With heavy-smoking males, the imagined-smoking treatment was the only highly effective therapy. It was significantly more effective than the placebo or actual-smoking treatments, and it replicated. (Author)

Both Mexican- and Anglo-American Head Start pupils were significantly higher in their level of aspiration as compared to their level of achievement. However, the Mexican-American group's achievement level was considerably nearer to their level of aspiration and they consistently set more realistic goals in a risk-taking situation. (Author/WY)