A program was developed for a 14-year-old learning disabled student with severe discipline and absenteeism problems who was enrolled in a rural elementary school. He successfully earned points toward rewards for appropriate behavior while working in the mainstream classes, in the resource room, with younger children, and in the office. (VW)

A 65-item questionnaire assessed teacher (N=2279) perceptions of intervention alternatives used to control classroom behavior problems. Strategies rated as most effective, easiest to use, and most frequently used by both regular and special educators included interventions that either redirected students toward appropriate behavior or involved…

Undergraduate paraprofessionals were trained to administer behavioral interventions to university counseling center clients through a cost-effective program that stressed skill acquisition and paraprofessional personal growth. (Author)

Sixteen studies were analyzed that employed single-subject designs focusing on conduct disorders in preschoolers. Results indicated that reinforcement produced most positive outcomes, followed by punishment, timeout, and differential attention. Subject characteristics such as sex, handicapping condition, and target behavior typically bore little…

Describes prescription behavioral intervention projects to help two American Indian female paraprofessional trainee dorm attendants at a Bureau of Indian Affairs boarding school modify behavior of six female secondary students experiencing trouble during non-school hours. Demonstrates that given proper support systems, effective behavioral…

Examined the effect of increasing verbalization of positive self-referent statements on self-esteem scores in 30 children. The experimental group received teacher praise contingent upon verbalizing positive self-referent statements and made significantly more positive self-referent statements than control students. Self-esteem scores for…

Compared relative effectiveness of two interventions in treatment of marital discord: a cognitive-behavioral intervention (teaching problem-solving skills) and an experiential intervention (focusing on emotional experiences). The effects of emotionally focused treatment were found to be superior to problem-solving treatment on marital adjustment,…

A social-interaction training procedure employing picture cues (photographs of play materials in their settings), prompts, and reinforcement was investigated to determine its effect on subject-peer and subject-teacher interaction. The results indicate that picture cues facilitate communication and allow independent social interaction and serve as…

Describes preventative remediation program, developed and implemented by author, for mild emotional/behavioral problems in rural elementary schools which allows students to remain in their regular classroom. Emphasizes consultative team approach utilizing itinerant behavioral specialists, school psychologists, and/or special education teachers,…

Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)

Discusses a multifaceted social learning method of agression management. Reviews literature concerned with antecedents, related personal characteristics, and consequences of aggression in adolescents. Explains how treatment of aggression in school settings may invalue two levels of intervention: management through general program procedures and…

This article reviews the major features of the "Seat Belts Pay Off" campaign and its evaluation and considers both theoretical and pragmatic issues pertinent to replicating the program in other community settings. (CT)

Describes Parent-Aided Homework, a behavior modification program designed to encourage parent involvement in their child's homework. The PAH plan stresses positive reinforcement for successfully completed homework assignments. Parents enforce the agreed-on time limits and provide extra learning experiences and rewards. (JAC)

Examined components of teacher judgements of behavioral intervention. Preservice and student teachers (N=180) evaluated the acceptability of six different interventions. Factor analysis yielded one major dimension (general acceptability) and four secondary dimensions: risk to child, teacher time, effects on other children, and teacher skill. (JAC)

Tested the effectiveness of ridicule as an educational and social corrective in children's educational television programs. Found that ridicule is a potent means of educating six-year-old television viewers but is far less satisfactory in motivating four-year-olds to action or in deterring their unwanted performances. (PD)