A study of 110 students who were completing their third year of a teaching certificate course showed that the students who had taken a course in behavior modification received higher grades in teaching performance than did the control group. (FG)

Effects of individual and group contingencies on reading performance of special education students were examined in a counterbalanced multiple-baseline design with experimental manipulations introduced at random. Students evidenced more accuracy and preferred the group contingency phase. Ease of implementation of group contingencies within a…

Undergraduates in study-skills course were classified by comparing actual with predicted grade point averages. Multivariate analyses of variance supported predicted precourse differences, but pattern of differences was not same for students of different personality types and academic achievement levels. Overall effectiveness of course was…

Teacher expectations of student success or failure greatly affect student performance levels. Four distinct areas of teacher-student interaction are: input (new material presented to the student); climate (emotional tone of the interaction); feedback (the teacher's use of praise and criticism); and output (length of time a teacher spends with a…

Subjects of the study were five elementary string class students (grades 4-6) who performed consistently with incorrect left-hand positions. Although students varied in response to different teaching styles, praise was always as effective as corrective feedback in changing the left-hand position and more durable in its effectiveness. (Author/SJL)

Literature is cited on such classroom management techniques as environmental manipulations, curriculum modifications, behavior modification, and dealing with affective attitude. Also considered are home management techniques and self-control programs including biofeedback and relaxation training. (SB)

A discussion of the advantages to school psychologists, teachers, parents, and students using a consultation model in the schools is presented. (Author/AL)

Compared a control, a cognitive, and a behavior therapy group in the reduction of depression in low-income Puerto Rican women. Clients (N=26) were randomly assigned to three treatment conditions. Results showed a significant reduction in depression for therapy groups and no significant differences between the behavior and cognitive approaches.…

Evaluated two self-help behavior therapy books for stopping smoking against a minimal treatment program. Results indicated under self-administered conditions, the minimal treatment program was as effective as the behavior therapy books. On the self-report measures, therapist contact was associated with improved treatment outcome for the behavior…

Overweight preadolescents and parents from (N=76) families were assigned to behavioral treatment groups: parent-child target, child target, or nonspecific target. Percent overweight changes at the end of eight-month treatment and follow-up were equivalent for children in all groups, but parents in the parent-child group lost more weight during…

Examined one-year follow-up data on a cognitive-behavioral treatment. Improvements were found for subjects in all treatment groups, and these effects were attributed to increased age. Results indicated that conceptually trained children showed significantly better recall of the material than either concrete trained or control group children.…

The label "cognitive" has been used to designate five substantially different approaches to the study of learning disabilities: information processing, metacognition, genetic epistemology, cognitive behavior modification, and the specific abilities model. (Author)

Describes a community treatment program cojointly administered by a New Mexico local school district, university, and mental health center. The program is designed to facilitate the adoption of personal and academic skills among profoundly behaviorally disordered adolescents. (Author/CM)

The author discusses misconceptions about behavior modeling as a management skills training method and elaborates on three major steps in the modeling process: (1) effective demonstration of master performance; (2) guided student practice; and (3) feedback on the quality of student effort. (SK)

A parent training program which is highly effective in the treatment of child noncompliance and other behavior problems of 3- to 8-year-old children is described and data on the program's effectiveness are presented. (PHR)