Presented is the text of a slide-tape presentation on staff training at the model preschool center of the Child Development and Mental Retardation Center (CDMRC) at the University of Washington in Seattle. The CDMRC is said to consist of a medical research unit, a clinical training unit, a behavioral research unit, and an experimental education…

Steps in an outcomes-based counseling cycle are described, and examples are provided that illustrate the usefulness of an outcomes-based approach with "insight" as well as "behavioral" techniques for promoting counseling goals. Factors that may currently discourage the practice of outcomes-based counseling are considered, and…

The author describes his eclectic approach to counseling using RET, TA, client-centered, gestalt and behavioral tools. He uses a specific case study to clarify his method. (Author)

This model examines the theory, clinical process, and intervention techniques of behavioral consultation in educational and medical settings. Behavioral consultation requires empirical validation of intervention. It also holds the counselee accountable for consultations. The consultant has many techniques, but must be sensitive to interaction…

A job interview skills workshop model was compared with the traditional lecture-discussion group approach. Results indicated the behavioral group made significant gains in percentage of eye contact. The discussion group was superior in ratings of ability and expression of feelings and personal opinions relevant to the interview. (Author)

Describes a weight-loss program for 40 obese junior high school students who were divided into five groups, two using reality therapy, two using conventional counseling, and one control group. Reality therapy was shown to be the more effective method of treatment. (Author)

This article examines 32 important clinical and personality hypotheses of rational-emotive therapy (RET) and other modes of cognitive-behavior therapy and lists a large number of research studies that provide empirical confirmation of these hypotheses. (Author)

Available from: Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills, California 90212. Presented are guidelines for the identification of target behaviors and suitable intervention techniques by therapists using behavior modification techniques. (IM)

After 20 second-grade lisping children were taught to articulate /s/ and /z/ correctly, each child invited three classmates to a session in which classmates could earn tokens contingent on the target child's correct articulation. Target children in groups using a response cost procedure produced significantly more correct responses. (Author/KM)

The effects of imipramine were assessed in 10 profoundly retarded subjects (aged 8-25 years) who exhibited either depressionlike symptoms or acting out behaviors. Results of observation, interval sampling, and the Aberrant Behavior Checklist indicated behavioral deterioration on irritability, lethargy/social withdrawal, and hyperactivity…

The use of life space interviews (LSI) as a crisis intervention approach was examined with 28 elementary age behavior disordered students in a residential setting over a nine-month period. LSI effectiveness was not dependent upon the child's verbal skills or maturity. Children tended to seek crisis support rather than resist it. (JW)

A review of the literature on classroom communication, structure, noise minimization, behavior modification, and cognitive behavior modification indicates that such techniques can help reduce non-attending, non-work-oriented behaviors of mainstreamed hyperactive adolescents. (Author/CB)

A Special Behavior Unit provided short-term residential treatment to persons with mental retardation who displayed severe maladaptive behavior. Program evaluation data indicated decreases in frequency of targeted behaviors during clients' residence. Post-discharge follow-up data indicated that 40 percent showed at least adequate adjustment and…

A school-based short-term intervention used successfully with impulsive, aggressive, shy, oversensitive, attention-disordered, and language- and learning-disabled elementary school students features exercises and activities such as generating ideas, rehearsing behaviors, and adapting behaviors to help students learn to "enter" play groups and join…

A systematic assessment procedure successfully identified stimulus preferences of seven profoundly and multiply handicapped individuals (ages 12-34). Preference rankings based on caregiver opinion did not consistently coincide with these results. Systematically assessed student preferences were a likely, though not certain, source of reinforcing…