This study examines the efficacy of behavior modification in treating hyperkinetic children. Direct observation of the behavior of the teacher in relation to the subject, a cohort, an average, and a model student was conducted. Between this initial test and a posttest, the teacher was evaluated and encouraged to increase the number of approving encounters with the students. The results of a posttest reveal improved positive behaviors for all four boys in two of three cases. In the third case, the postintervention observation was carried out with a student teacher. Because of the change of teachers from pre- to post-intervention observation, the expected increase in positive behavior was not observed.
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