AllenK.HartB.BuellJ.HarrisF., & WolfM.Effects of social reinforcement on isolate behavior in a nursery school child. Child Development, 1964; 35, 511–518.
2.
AxelrodS.Token reinforcement programs in special classes. Exceptional Children, 1971; 37, 371–379.
3.
BanduraA.Influence of models' reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1965; 1, 589–595.
4.
BeckerW.MadsenC.ArnoldC., & ThomasD.The contingent use of teacher attention and praise in reducing classroom behavior problems. Journal of Special Education, 1967; 1, 287–307.
5.
BeckerW.ThomasD., & CarnineD.Reducing behavior problems: An operant conditioning guide for teachers.Urbana, III.: Educational Resources Information Center, 1969.
6.
BerksonG.When exceptions obscure the rule. Mental Retardation, 1966; 4, 24–27.
BortnerM., & BirchH.Cognitive capacity and cognitive competence. American Journal of Mental Deficiency, 1970; 74, 735–744.
9.
BuckleyN., & WalkerH. M.Modifying classroom behavior.Champaign, III.: Research Press, 1970.
10.
CobbJ.Manual for coding academic survival skill behaviors and teacher/peer responses. Report #3, Center for Research and Demonstration in the Early Education of Handicapped Children: Eugene, Ore.:1971.
11.
CobbJ.RayR., & PattersonG.Direct intervention in the schools. Paper presented at the American Psychological Association, Miami, September, 1970.
12.
CormierW. H.Effects of approving teaching behaviors on classroom behaviors of disadvantaged adolescents. Unpublished report, Department of Educational Psychology, University of Tennessee, Knoxville, Tenn.: 1970.
13.
EismanB.Paired associate learning generalization and retention as a function of intelligence. American Journal of Mental Deficiency, 1958; 63, 481–489.
14.
FornessS.Behavioristic approach to classroom management and motivation. Psychology in the Schools, 1970; 7, 356–363.
15.
FornessS., & MacMillanD.The origins of behavior modification with exceptional children. Exceptional Children, 1970; 37, 93–100.
16.
FornessS., & SaltzmanS.Effectiveness of physical-social contact as reinforcement. Paper presented at the California Educational Research Association, San Francisco, February 1970.
17.
GewirtzJ., & BaerD.Deprivation and satiation of social reinforcers as drive conditions. Journal of Abnormal and Social Psychology, 1958; 57, 165–172.
18.
GreenC., & ZiglerE.Social deprivation and the performance of retarded and normal children on a satiation type task. Child Development, 1962; 33, 499–508.
19.
HallR., & BrodenM.Behavior changes in brain injured children through social reinforcement. Journal of Experimental Psychology, 1967; 5, 463–479.
20.
HallR. V.LundD., & JacksonD.Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1968; 1, 1–12.
21.
HeberR.Personality. In StevensH., & HeberR. (Eds.), Mental retardation: A review of research.Chicago: University of Chicago Press, 1964.
22.
HewettF.The emotionally disturbed child in the classroom.Boston: Allyn and Bacon, 1968.
23.
HurleyR.Poverty and mental retardation: A causal relationship.New York: Random House, 1969.
24.
KouninJ.Experimental studies of rigidity. I.: The measurement of rigidity in normal and feeble-minded persons. Character and Personality, 1941; 9, 251–272. (a)
25.
KouninJ.Experimental studies of rigidity. II.: The explanatory power of the concept of rigidity as applied to feeble-mindedness. Character and Personality, 1941; 9, 273–282. (b)
26.
KouninJ. S.Discipline and group management in classrooms.New York: Holt, Rinehart and Winston, 1970.
27.
KozolJ.Death at an early age.New York: Houghton Mifflin, 1967.
28.
KravetzR., & FornessS.The special classroom as a desensitization setting. Exceptional Children, 1971; 37, 389–391.
29.
LewinK.A dynamic theory of personality.New York: McGraw-Hill, 1936.
30.
LevinG., & SimmonsJ.Response to food and praise by emotionally disturbed boys. Psychological Reports, 1962; 11, 539–546.
31.
MacMillanD.The problem of motivation in the education of the mentally retarded. Exceptional Children, 1971; 37, 579–586.
MacMillanD., & FornessS.Behavior modification: Savior or savant? In MeyersC. E., and EymanR. K. (Eds.). New conceptions in retardation: Research and treatment.Chicago: Aldine, in press.
34.
MadsenC.BeckerW., & ThomasD.Rules, praise, and ignoring: Elements of classroom control. Journal of Applied Behavior Analysis, 1968; 1, 139–150.
35.
MaslowA.Motivation and personality.New York: Harper and Row, 1954.
36.
McAllisterL. W.StachowiakJ.BaerD., & CondermanL.The application of operant conditioning techniques in a secondary school classroom. Journal of Applied Behavior Analysis, 1969; 2, 277–285.
37.
McManisE.Marble sorting persistence in mixed verbal incentive and performance level pairings. American Journal of Mental Deficiency, 1967; 71, 811–817.
38.
O'LearyK. D., & DrabmanR.Token reinforcement programs in the classroom. Psychological Bulletin, 1971; 75, 379–398.
39.
O'LearyK. D.KaufmanK.KassR., & DrabmanR.The effects of loud and soft reprimands on the behavior of disruptive students. Exceptional Children, 1970; 37, 145–155.
40.
PattersonG., & GullionM.Living with children: New methods for parents and teachers.Champaign, III: Research Press, 1968.
41.
PattersonG.ShawD., & EbnerM.Teachers, peers, and parents as agents of change in the classroom. In BensonF. A. (Ed.) Modifying deviant social behaviors in various classroom settings, Department of Special Education Monograph No. 1. Eugene, Ore.: University of Oregon Press, 1969.
42.
RabbE., & HewettF.Developing appropriate classroom behaviors in a severely disturbed group of institutionalized kindergarten-primary children utilizing a behavior modification model. American Journal of Orthopsychiatry, 1967; 37, 313–314.
43.
RingE., & PalermoD.Paired associate learning of retarded and non-retarded children. American Journal of Mental Deficiency, 1961; 66, 100–107.
44.
SimmonsJ.The behavior modification model. Paper presented at the Annual Meeting of the American Association on Mental Deficiency, Washington, D.C., May, 1970.
45.
StevensonH. W., & FahelL. S.The effect of social reinforcement on the performance of institutionalized and non-institutionalized normal and retarded children. Journal of Personality, 1961; 29, 136–147.
46.
TurnureJ.Distractibility in the mentally retarded: Negative evidence for an orienting Inadequacy. Exceptional Children, 1970; 37, 181–186.
47.
TurnureJ., & ZiglerE.Outer directedness in the problem solving of normal and retarded children. Journal of Abnormal and Social Psychology, 1964; 69, 427–436.
48.
ZiglerE.Social deprivation and rigidity in the performance of feeble-minded children. Journal of Abnormal and Social Psychology, 1961; 62, 413–421.
49.
ZiglerE.Rigidity and social reinforcement effects in the performance of Institutionalized normal and retarded children. Journal of Personality, 1963; 31, 258–269.
50.
ZiglerE.Research on personality structure in the retardate. In EllisN. (Ed.) International review of research in mental retardation, Vol. I. New York: Academic Press, 1966.
51.
ZiglerE.Training intellect vs. development of the child. Paper presented at the Annual Convention of the American Educational Research Association, Los Angeles, February 1968.
52.
ZiglerE.Development versus difference theories of mental retardation and the problem of motivation. American Journal of Mental Deficiency, 1969; 73, 536–556.
53.
ZiglerE., & ButterfieldE.Motivational aspects of changes in IQ test performance of culturally deprived nursery school children. Child Development, 1968; 39, 1–14.
54.
ZiglerE.HodgdenL., & StevensonH.The effect of support on the performance of normal and feeble-minded children. Journal of Personality, 1958; 26, 106–122.
55.
ZimmermanE., & ZimmermanJ.The alteration of behavior in a special classroom situation. Journal of Experimental Analysis of Behavior, 1962; 5, 59–60.