Two studies were conducted to assess the effects of interagent, inconsistent discipline on aggression in young boys. (MP)

This article discusses an eight-week experimental classroom at the Malcolm Price Laboratory school at the University of Northern Iowa in which two teachers attempted to do some prescriptive teaching with 10 intermediate grade boys who had a history of disruptive behavior in the classroom. Contingency management techniques were used. (RC)

Investigated were the effects of reinforcement contingencies in two different arithmetic situations--acquisition and proficiency with seven 8-11 year-old learning disabled boys. (Author/DB)

Evaluated was the effectiveness of a self control program as opposed to a traditional social reinforcement program on the behavior of two groups of 18 hyperactive boys (7-12 years old). Ss in the self control group were exposed to a tutor who modeled self controlling speech and self reinforcement on a task requiring focused concentration. Ss in…

To determine the relationships among perceived contingency of teacher administered reinforcements, locus of control, and academic achievement, 49 sixth-grade boys were studied. In general, subjects who perceived their teachers as contingently punitive to boys were internal in locus of control and performed well on measures of academic achievement.…

Four third-grade male students with behavior problems were given tutoring sessions by sixth-grade tutors either contingent on or not contingent on classroom on task behavior. Contingent tutoring always produced improved on-task behavior, while noncontingent tutoring did not, suggesting that tutoring was an effective reinforcer. (Author/DB)

The effect of fixed, gradually decreasing, or increasing delay of reward in discrimination learning on later delay of gratification was investigated in 150 male first-grade children. Increasing delays were found to facilitate delay behavior. This may be due to acquisition of coping responses or to the extinction of frustration. (GO)

Available from: Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills, California 90212. Evaluated was the use of positive reinforcement in the remediation of severe perceptual motor disorders in the handwriting of four learning disabled boys (7 to 10 years old). (IM)

Results of a series of three experiments with four developmentally disabled males (ages 7-13) who exhibited hand flapping and body rocking indicated that some forms of repetitive stereotyped behaviors may serve social functions (e.g., escape from aversive situations), and that teaching a functionally equivalent communicative alternative can be an…

This study examined the effect of increasing the frequency of positive self-referent verbal statements upon both overt and reported self-esteem in children with adjustment problems. Subjects were boys in special schools. Results showed a significant difference in overt self-esteem, but not in other dependent variables. (LMO)

It is argued that the sexes get different feedback from the culture, and from teachers in particular. The hypothesis is explored that teachers are less responsive to and interested in girls than boys, and that the feminine strategy of withdrawal and avoidance of assertiveness develops in response to these teacher behaviors. Subjects were eight…

The behavior of four boys who were referred for oppositional, rule violating, and aggressive behaviors was assessed by direct observation and parent reports. Changing contract behavior to solitary toy play resulted in reduced oppositional behavior during the observation sessions, fewer reports from the parents of low-rate problem behaviors, and…

The study undertook to teach and fix the reading of meaningful symbols (hiragana, the Japanese syllabary alphabet, and kanji, Chinese characters) to a mildly retarded 7 year old Japanese boy. The phonological method was used to teach hiragana and pictures were used to teach kanji. Behavior modification using reinforcement and time out was…