The discipline needed by man to live in the age of automation and the computer and how this discipline can be taught to children are discussed under the headings of Concentration, Criticism, and Communication. (DB)

Teachers can help learning and behavior disordered students in middle and secondary grades develop self control through a strategy in which students are taught to stop, look, listen, and think before carrying out a task. The final step is to reinforce themselves. (CL)

Research relevant to the development of internal control of altruism is reviewed, and the need for integrating the various approaches to the study of altruism into one model is noted. (MP)

Results supported the hypothesis that first graders whose self-verbalizations contained an instrument rationale (e.g., "If I wait, I'll get another cookie") would delay gratification longer than those whose self-verbalizations contained a moralistic rationale (e.g., "It is good to wait"). (MP)

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

Historical events in the development of cognitive-behavior therapy with children are reviewed. Suggestions are offered for areas which might be valuable for therapists to consider in the 1980s. (Author/GK)

Investigates self-destructive behavior in terms of interpersonal strategies of manipulation. Males and females anticipating sudden violent death (SVD) showed higher needs for control while SVD males demonstrated impaired competency in the expression of affectional needs. Inability to express affection may lead to perceptions of the self as…

Subjects monitored either a target behavior or a competing response, namely, its nonoccurrence. Predicted interaction between style of monitoring and deficit or excess status of target behavior did not occur. Monitoring target behavior was the most effective tactic, producing lowest drop-out rate and greatest maintenance of self-monitoring.…

The article reviews 44 studies that investigated the efficacy of biofeedback techniques in treating childhood behavioral and learning disorders. (Author)

Anxiety management training and self-control desensitization effectively reduced debilitating test anxiety and increased facilitating test anxiety. Follow-up demonstrated maintenance of debilitating test anxiety reduction. Subjects receiving treatment had significantly higher psychology grades. (Author)

Two strategies a teacher can employ to avoid some of the negative consequences of the least restrictive provision of P.L. 94-142 (the Education for All Handicapped Children Act) are reversal peer tutoring and self-monitoring for change. (SBH)

Posttraining measures indicated that the self-instruction procedure produced significantly more reflective responding than did the model alone procedure. The results also suggested the presence of a developmental lag in cognitive style among the retarded children compared to recent norms for nonretarded children. (Author)