Several studies have shown that behavior modification procedures aimed at a single behavior may have effects on other, nonmanipulated behaviors. A young retarded boy engaged in excessive conversation with his preschool teacher. The teacher then began to ignore his initiated conversation during free-play periods, and it decreased. In addition, (1) social behavior relative to children increased, and (2) use of girls' toys decreased during free play. Also, (3) The initial behavior modification studies tended to select and quantify a single behavior of social concern. Operations were then performed that would increase or decrease that be--havior. Thus, Allen, Hart, Buell, Harris, and increased social interactions in a shy 4-yr-old girl by having the nursery school teacher praise her when she was playing with the other children. Frequently, a child will have multiple behaviors of remedial concern. Wolf, Risley, and Mees (1964) havior modification procedures to reduce tantrums, glasses throwing, and eating disturbances in an autistic child. Also, they increased wearing glasses and appropriate verbal behavior. If such multiple behaviors are simultaneously recorded, it is possible to operate only on a single behavior and to observe any effects this operation has on the nonmanipulated behaviors. If the rates of the nonmanipulated behaviors are affected, the observed behaviors can be said to exhibit covariation and the behavior modification procedures to have produced "side-effects".Sociologists have recognized behavioral covariation in the concept of role. Within a given role, certain categories of behavior are frequently observed together, with certain other behaviors notably absent. For example, the adolescent boy, who is acquiring the masculine role, is expected to learn several classes of behaviors that initiate and facilitate social contact with girls, such as dressing well, conversational skill, proper masculine posture, etc. At the same time, he is not expected to acquire much facility with domestic and feminine skills such as infant care, shy and passive social behavior, "modest" bodily move-163 1972, 5, 163-175 NUMBER 2 (SUMMER 1972)

The Work Component Study was administered to high school students and the stability of the structure of the variables of work motivation examined. The strudure found among college students and college trained employees is well developed at the high school level. The relationship of work motivations to personality variables and to aspirations is also dear: However, there is little relationship found between work motivations and status variables of the students or their parents. This was unanticipated and oreates a question regarding the sources of work motivations.