Behavior modification procedures are described for establishing compliant behavior in elective mutes. The results are discussed for three children to whom the procedure was applied. Two of the three subjects generalized responsive and spontaneous language from the experimental to everyday settings. (Author)

The effects of group dependent and group interdependent reinforcement contingencies on the level of socially appropriate behaviors emitted by emotionally handicapped elementary school students were examined. Findings suggested that both group dependent and group interdependent reinforcement contingencies were effective in increasing the level of…

A multiple baseline design indicated that prompting was effective in establishing tutoring behaviors among the children. By program end, all children were using corrective feedback, re-presenting questions, and employing contingent praise. Positive findings also were shown in academic, behavioral, and consumer satisfaction indices. (Author)

Teacher and child variables in a noncategorical program for early childhood education of retarded, autistic, seriously disturbed, learning disabled, and aphasic children were used to generate monthly computerized schedules of instruction. Schedules were generated over an eight-month period. Advantages and feasibility of such a scheduling system…

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.…

One reversal and two multiple baseline designs were used to assess the effects of punishment on the disruptive behavior of six adolescent learning disability students. During baseline conditions of praise and ignore contingencies, the frequency of inappropriate preacademic behavior was assessed. With the institution of punishment procedures,…

In sample schools with non-White majorities, teachers rated Black children as significantly more often hyperactive and Mexican-American children as significantly less often hyperactive than would be expected, based on their representation in the general student body. These findings are interpreted from a sociological perspective. (Author)

Examined verbal reception and verbal mediation skills of children with low verbal/high performance WISC profiles. The results support the use of a verbal mediation hypothesis in the diagnostic evaluation of children with verbal deficit. Verbal mediation skills appear to be closely associated with reading ability. (Author)

The numbers of disciplinary referrals to the principal's office for 202 boys and 202 girls from a middle-class, suburban junior high school were obtained from student records and fitted to a highly skewed negative binomial distribution. The fitted and observed distributions do not significantly differ. (Author)

A comparative study of conservation development in partially sighted, sighted, and sighted blindfolded children at four age levels was assessed. Conservation on tasks of mass, weight, and volume were evaluated using Piaget and Inhelder's prediction, judgment, and explanation questions. The significant differences were found between groups, task,…

Recent advances in computer technology, combined with research findings on electrophysiological (EEG) correlates of brain function, suggest that large-scale use of various computer scored EEG measures in evaluation of children with learning problems may become feasible. The nature of the EEG and of the averaged evoked potential is described.…

It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales. (Author)

New procedures for assessing the behavior of children in an environmental context are available to the school psychologist. The procedures, which are sometimes called psychosituational or informal assessments, examine the influence of the external environment as setting the occasion for emotional and behavioral problems. (Author)

The WISC-R scores for groups of children identified by school personnel as needing special education services were factor analyzed according to type of classification. Overall, results show the WISC-R to be factorially similar for all groups. (Author)

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)