Ten experimental and 10 control subjects in elementary special education were exposed to a semester of contingency management procedures for up to 6 1/2 hours per day. The experimental group was taught by teachers who were exceptionally well trained and qualified behavior analysts, while the control group was instructed by teachers with varying degrees of expertise in behavioral techniques. Both groups were given the Bender Gestalt as a pretest and posttest to determine the effect of such treatment on the diagnostic indicators of "acting out" tendencies. Furthermore, the rate of actual "acting out" was measured for all subjects by counting the number of verbal corrections resulting in placement in time out and/ or warning of forthcoming time out during 20 class days of baseline and the last 20 days of treatment.

The problem of this investigation was to compare the linguistic competence of learning disabled and emotionally disturbed pupils by means of two performance tasks. Sixty subjects, seven-and-eight-year old monolingual public and private school pupils, were assigned to three groups of twenty subjects each, learning disabled, emotionally disturbed and normally achieving children. The majority of those in the learning disabled and the normally achieving groups were from middle-class families, with the majority of fathers owners of small businesses. A majority (17) of the emotionally disturbed group attended the public schools.