An observational technique for reliably estimating the per cent of time a student engages in appropriate and inappropriate classroom behavior is described. The regular classroom teacher can utilize the procedure without deviating from regular routine, and the obtained data can serve as a basis for dispensing token reinforcement.

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Fantasy need achievement scores were obtained from male high school students representing three ethnic groups: Filipino-Americans, Japanese-Americans, and indigenous Hawaiians who were further categorized into high-achieving and low-achieving groups. The only significant differences were between the Japanese and the two Hawaiian groups who had the lowest n Ach scores. More importantly, the two Hawaiian groups differentiated in terms of experience, ability, achievement, and social class did not differ significantly in terms of n Ach. These findings were interpreted as challenging the usefulness of the notion that Hawaiian children do well or poorly in school because they possess or lack n Ach.

VEdward 5. Kubany,Ph.D., Barbara B. S/oggett, M.A. Research in behavior modification has shown that motivated behavior is often under the control of situationally anchored contingencies of reinforcement. In light of this observation, and considering the dissatisfaction of some behaviorists with traditional assessment practices, it is suggested that procedures for the assessment of learning disabilities incorporate measures of extrinsic motivation in order to differentiate students with learning disabilities from those who perform poorly because of low intrinsic motivation. The latter students may be misplaced in low ability or learning disability classrooms. A case is described of a Hawaiian boy whose re test scores on a learning disability test battery were substantially higher when money was offered as a reward for correct responses.