Shaping behavior by reinforcing a series of successive approximations is discussed, and procedures for promoting internal shaping in children are described. Instructions are given for the "shaping game," by which parents and children can learn the techniques. (CL)

Learning disabled adolescents can become more responsible for their social and academic performance by learning to monitor themselves. Self-monitoring activities can involve self-assessment, self-recording, and self-reinforcement. Procedures for establishing a self-monitoring approach are discussed. (CL)

The article presents a practical sequence for setting up a group reward system and offers guidelines for decisions concerning program implementation and termination. (DB)

This training manual, designed for teaching parents of young children with autism, contains nine modules on behavior modification techniques. The modules address: (1) the ABC's of behavior, which discusses discriminating among words that describe feelings and words that describe behaviors, identifying examples of learned behavior, and defining and…

Arguments are reviewed for and against the use of food and drink as reinforcers in school based programs for severely handicapped students. A set of guidelines is proposed. The focus is on compatibility with children's long-range educational, health, and social goals. (Author/SW)

The author explores some of the possibilities and problems involved in teaching musical composition, describes three approaches to songwriting, and offers suggestions for ways teachers can reinforce efforts of student songwriters. (KC)

Examines some basic principles underlying success or failure in classroom management and suggests activities to promote cooperative awareness among students. (CM)

Teachers often repeat words like "good" or "o.k." in praise of children's work. Other examples of words they can use are listed. Activities to get the students themselves involved with the praise words are also suggested, e.g., build a praise dictionary. (RM)

Guidelines are offered for encouraging positive and predictive classroom behaviors from emotionally disturbed/hearing impaired students. Four suggestions are discussed: rewarding desired behavior, allowing students to decide, observing from other viewpoints, and setting written goals. (CL)

Reviews research on teachers' praise in the classroom and proposes specific guidelines for helping teachers praise effectively. Time, concentrated attention, and individualization of remarks according to the student and the situation are considered crucial factors in praising effectively. (CM)

The discussion of the role of motivation in study skills instruction examines the behavioral definition of motivation and the notion that a student's previous reinforcement experience influences information gained in the learning process, and gives suggestions to teachers for facilitating a learning environment for low achievers. (MSE)

The manual provides information on practical ways for managing the behavior of emotionally disturbed and autistic children. The importance of routine and structure as well as of caring is emphasized in a chapter on building an atmosphere for learning. Assessment is seen to begin with teachers evaluating their own attitudes about behavior and then…

This reinforcement activity has been used by students from the elementary school level to the graduate school level who possess intermediate level ability in programming Logo. The activity, which consists of writing Logo programs that animate an object, can have several positive effects as it: (1) helps develop problem-solving skills; (2)…

To help the beginning teacher successfully manage and discipline students, a list of 36 techniques is provided. This includes suggestions on acting as a role model, developing individual student relationships, managing time, and more. (JL)

Discusses what may be considered aggressive behavior, what motivates aggressive students, and possible teacher responses to aggressive behavior. Describes four points on which teachers can focus to diminish the attractiveness of aggression and ensure that it is not rewarded. Identifies learning activities which provide aggressive students with the…