A token reinforcement program at a residential center operates on a point card system which measures daily work quality and attitude, academic involvement, self-maintenance, peer and adult interactions, and self-control in behavior disordered children. Issues in the program's administration, including unresponsiveness and use of daily feedback,…

Functional communication training (FCT) is an intervention frequently used for students with developmental disabilities to reduce problematic behaviors and to increase prosocial behaviors. This intervention appears to be very effective when the communication responses trained are matched to the function of the student's problematic behaviors. In…

The case study illustrates the use of access to computers as a positive reinforcer to increase appropriate social behaviors in a group of five secondary-level disabled students. The advantages of computers as reinforcers are discussed. (Author/CL)

Effects of 2 home-based treatments to reduce school problems among 10 disruptive intermediate school students were probed. Although the treatment using only positive reinforcement yielded no significant change, a mixed reinforcement treatment brought both a decrease in rates of referrals to the office and decrease in depression rates. (Author/PB)

A methodological analysis presents 26 self control investigations (self instructions, self determination of contingencies, self evaluation, self goal setting, and self determination and/or administration of external reinforcement) conducted in classroom settings with learning and/or behaviorally handicapped students. Studies compare subjects and…

This study examined the acceptability ratings of positive reinforcement procedures recommended to parents (n=50) in a pediatric behavior management clinic. Results indicated differences in acceptability ratings as a function of behavior problem severity. Significant correlations occurred between acceptability variables and compliance at each of…

The interaction effects among three components of self-management training (self-monitoring, self-evaluation/self-reinforcement, and self-instruction) upon verbal behavior of three junior high students with behavior disorders were evaluated. A combination of all three components was most effective. Self-instruction was the most effective treatment…

The study examining the effectiveness of a cognitive-behavioral training program with 30 behaviorally disordered adolescents found participating students exhibited fewer aggressive behaviors and demonstrated greater self-control than nonparticipating students. The addition of an incentive for implementing the training strategies did not appear to…

The results showed that in each setting, overcorrection procedures were associated with statistically significant differences in the target behaviors. (Author/DLS)

A self-recording procedure to help three third grade behaviorally disordered students walk directly from regular to special education classes was evaluated. Students chose from an array of reinforcers for use when they had reached the classroom within a specified time. The intervention was effective in increasing the number of days students walked…

This article examines life space interviewing (LSI) from a behavioral perspective. Professionals' ability to successfully use LSI and the role of feelings in behavior are examined. Reinforcement strategies and environmental conditions are examined. LSI is recommended as a proactive rather than reactive strategy. Suggestions for improving LSI…

Three teenagers with autism, who relied on verbal prompts from the teacher to switch activities, were trained to independently identify transition times and to contingently self-reinforce the verbal identification of transition times. Accurate identification of transition time and self-reinforcement were maintained at one-month follow-up.…

The usefulness of individual reinforcement schedules in maximizing the attending to task and math percentage correct of 12 behavior disordered/learning disabled (BD/LD) adolescents is examined. Results indicate that individual reinforcement schedules are important to the academic success of some adolescent BD/LD students. (Author)

The use of teacher praise contingent upon pupil correct responses was compared wih teacher modeling of words erred. The results clearly indicated that manipulation of reinforcement schedules was the more effective approach for the two Ss examined. (Author/DLS)