The effect of three model variables on student performance of syntactic and semantic language behaviors in the absence of direct or vicarious reinforcement was examined. Subjects were sixth-grade students of both sexes attending New Mexico Schools. Half of the subjects and models were Chicanos and half were Anglos. (BJG)

The effect of a self-instructional (SI) training paradigm on the arithmetic deficits of orthopedically handicapped children and the degree to which training effects generalize to the classroom and to another arithmetic function were studied. The study consisted of two experiments, each conducted with three orthopedically handicapped students with…

Two methods of scheduling reinforcement, differential reinforcement of other behaviors (DRO) and differential reinforcement of low rates of responding (DRL), were investigated in two experiments that demonstrated each procedure's effectiveness in reducing misbehavior when used by teachers in school settings. A third experiment was undertaken to…

This report summarizes the efforts of a demonstration project at Prairie Elementary School in Urbana, Illinois to implement individualized reading and mathematics programs and to introduce the systematic application of behavior modification principles in the classroom. It describes the development, implementation, and revision of Individually…

Daily measures of reading comprehension were obtained for three learning disabled fourth and fifth grade boys in two settings--their regular classrooms and a special remedial setting. (Author)

Sixty-three third and sixth graders in an experimental teaching session provided either genuine or dissembled (disguised) verbal praise to a student (confederate). Trained coders and naive observers analyzed nonverbal behavior. As hypothesized, nonverbal cues such as facial expressions, body movement, and pausing indicated verbal deception.…

In an attempt to replicate Page's major finding of written comment effectiveness, 415 fifth and seventh-grade students were evaluated by their teachers for 6 weeks with experimentally determined combinations of letter grades and comments. Data from 12 other replication studies were examined. (Author/BW)

Use of primarily reinforcement-based behavioral procedures decreased aggressive pinching in a 10-year-old severely retarded female to near-zero levels. Procedures included differential reinforcement of other behavior (DRO), DRO plus timeout, DRO plus response prevention, and differential reinforcement of incompatible behavior. Results were…

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)

Inappropriate mealtime behaviors of a blind, mentally retarded, behaviorally disordered 10-year-old were modified via behavior therapy techniques, including audiotape of favorite stories turned off during inappropriate behavior and praise (plus access to food) for appropriate napkin and utensil use, once desired sitting posture had been…

Noncompliant behavior of a severely multihandicapped six-year-old boy was modified through systematic manipulations of an instructional antecedent. Increasing the density of instructional commands and reinforcing discrete compliant responses was found to be the most effective treatment package for controlling behavior. (Author/ABB)

Describes a behavior-modification program used effectively with elementary school underachievers (Grades 3-6). (HMV)

A reinforcement schedule and spatial titration method were used to determine task-reinforcement area separation most preferred and effective in two third-grade boys. Errors in task performance decreased task-reinforcement area separation, while correct responses in task performance increased task-reinforcement area separation. (Author)