Twenty-three behavior analysis studies which have appeared since 1968 are reviewed and analyzed in terms of (a) target behaviors investigated, (b) research methodologies employed, and (c) implications for classroom or clinical practice and for future research. A majority of the studies cited were found to deal exclusively with expressive language, and many of these investigated the generative property of the language under study. All of the studies involved the use of tangible reinforcers, and most used institutionalized subjects more than 8 years old. Implications are drawn which suggest the need for (a) an increased emphasis on antecedent conditions, (b) consideration of a broad range of reinforcement contingencies, (c) specific attention to variables which effect maintenance and generalization, and (d) investigation of younger subjects in noninstitutional settings.

This study reviews a 2 year research project in which two former psychiatric aides were trained to serve as language developmentalists for small groups of institutionalized severely retarded children. Forty children participating in the program were compared with a matched control group on variables of IQ, language age, and social quotient. Children attending language classes met daily for approximately one hour. They were taught from the Peabody Language Development Kits and a series of lessons developed during the project. Results showed significantly greater language scores made by the language training group. IQ score increases were equivocal, but again favored those children attending language classes.

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Perception of the roles necessary for managerial success based on the 10 verbal descriptors of the Mintzberg roles were gathered from 128 business students at a southern U.S. university. The objective was to assess whether these 72 men and 56 women viewed the importance of the roles differently. Ratings were collected on the 10 roles for each of four different types of managers. The data were analyzed by one-way analysis of variance, chi-squared analysis, and Spearman rank-order correlation. No differences were observed in the perception of men and women in these roles or of their relative importance.