Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)

Two reinforcement techniques were compared to determine their relative effectiveness in motivating improved science test performance in a fourth-grade classroom. The first technique, using a backup reinforcer, was effective in decreasing error rate of the class. The second simplified technique, without a backup reinforcer, was equally effective.…

This study tested the effectiveness of incentive conditions across socioeconomic class levels in a school situation. The results suggest that material incentives generally are more effective than social incentives and no feedback in the classroom learning of fourth graders. (Author)

Examined the effects of daily report cards designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work. Use of the procedure produced immediate significant changes in rates of both completion and accuracy. (Author)

The effects of reinforcement on four different intelligence test measures for 72 trainable mentally retarded children was investigated. The Lorge-Thorndike Vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in superior performance on all but the Comprehension test.…

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Comparison of reinforcement rates for observer-present versus absent indicated significantly higher rates of token delivery in the observer-present condition. Implications of this fact are…

Results indicated that the clock-light cueing device is an effective instrument in helping to reduce the time spent in disruptive behavior in the classroom. Decreasing the time spent in undesirable behaviors in a classroom does not necessarily decrease the frequency of these behaviors. (Author)

This article provides an overview of the literature on relational aggression of school-aged children and adolescents, with the specific aim of making this information relevant to school settings and education professionals. Relational aggression is discussed in terms of definitions, terms, and the importance of the school context. The literature…

This case study describes a selective mute Mexican American boy, who, at initial referral, had never spoken to peers or teachers at school. Treatment procedures employed shaping and reinforcement of speech in therapy sessions. Sessions involved the psychologist alone, the classroom teacher and psychologist, the boy's best friend and the…