Two studies conducted with elementary-age children who displayed behavior problems (some with mild mental retardation) found that task preferences, task demands, and adult attention showed a positive relationship to improved behavior for some subjects. The studies were conducted in an outpatient clinic and a classroom. (Author/JDD)

Four mentally retarded children (ages 4-11), 3 with autism, were successfully taught various adaptive behaviors for self-care skills. Training procedures involved the whole-task method and included modeling, verbal instructions, prompting, and edible and social reinforcement. (Author/JDD)

Reports findings of two studies of the effects of pupil self-recording of on-task behavior. Finds evidence for the effectiveness of self-recording in improving on-task behavior levels. Finds positive effects on academic productivity in multiple baseline study. Concludes self-control skills may promote independent learning behavior allowing…

Controversy over attempts to establish a needle and syringe exchange scheme in New York City (1985 to 1991) as an Acquired Immune Deficiency Syndrome (AIDS) prevention measure are described. These efforts highlight several political and social pitfalls in AIDS prevention. (SLD)

A self-management training and reinforcement package was implemented with three seriously emotionally disturbed adolescents. After five weeks of training, all subjects demonstrated substantial improvements in classroom behavior when the teacher was out of the room, though explicit instruction was required for transfer of skills to walking between…

Behavior analysis was implemented in a school for 38 children with multiple disabilities, following staff training. Results over two years showed educationally significant increases in trials taught, correct student trials, and objectives achieved. During followup, results indicated maintenance and social validity of the behavior analysis package.…

A socially valid behavior-change intervention is broadly defined to be directed to a problem of verifiable importance, be accepted and used appropriately by target groups, and reduce substantially the probability of the problem's occurrence in target populations. The definition is applied to a family-based program to prevent human immunodeficiency…

Reviews information regarding pharmacotherapy of attention-deficit hyperactivity disorder. Presents basic information regarding central nervous system stimulants, dose levels, time courses, and dose equivalents across medications. Presents cost-effective and efficient procedure for use in regular classroom setting to evaluate drug response,…

Describes a private, therapeutic, boarding school in Montana. Clinically trained therapists and educators combine a rigorous academic curriculum, outdoor and adventure education activities, and a five-phase emotional growth curriculum to help emotionally troubled adolescents aged 14-18 deal with their problems and maintain their educational level.…

Describes a 10-step process that educators can use when conducting functional assessments and developing Behavioral Intervention Plans required under the Individuals with Disabilities Education Act Amendments of 1997 for students with disabilities with behavior problems. A case study is provided to illustrate the process. (Author/CR)

This case study of a 6-year-old boy with attention-deficit hyperactivity disorder discusses the advantages of combining person-centered planning and functional analysis to develop and implement broad-based behavioral-support plans. The support plan resulted in decreased challenging behavior, increased functional communication, improved academic…

This study evaluated the impact of intensive behavioral treatment by parents in the home setting on the development of 11 young autistic children. Compared to a control group, the children had significantly higher posttreatment IQ scores. Smaller, but statistically significant effects on symptom severity were also found, although experimental…

Claims that learning strategies and social skills training are likely to be important for most students with Attention Deficit/Hyperactivity Disorder, both in regular and special education classrooms. Emphasizes the importance of combining treatment strategies. (MKA)

A mother describes her experiences working with teachers through Program for Internalizing Values Obtained through Schools (PIVOTS). Because of the teachers' and mother's high level of commitment and the child's hard work, he was able to learn self-monitoring, organizational skills, and self-control. (MKA)

A literature review of parent training programs on treating young children with behavioral problems indicates most programs used a social learning approach and that overall, the Eyberg and Webster-Stratton models held promise for direct service providers working with behavioral difficulties. Factors that influence a program's success are…