Three investigations were conducted on the effects of various procedures initiated by a principal on the behavior of elementary school children. Seventy nine children including kindergarten, first, third, and fifth graders served as subjects. In Experiment I, when three chronically absent children attended school, the principal entered their classrooms and praised them for being present. In Experiment II, three low-achieving subjects were sent to the principal's office to receive praise contingent on meeting predetermined criteria in word-recognition and addition tutoring sessions. Experiment III assessed the effects that a procedure implemented by a principal had on the academic functioning of 74 third graders. Twice weekly in two classrooms the principal recognized both improving students and the highest performing students for their work on addition study sheets. In all three experiments, the target behaviors increased when the principal applied the treatment contingencies. The application of multiple baseline designs revealed a functional relationship between the children's behavior and the procedures implemented by the principal. Since the study was carried out in an overcrowded innercity public school, it was suggested that the treatment procedures might be widely applicable.

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Vermont has had a long history of both publicacademic collaboration and human resource development related to its mental health workforce. However, in the past, as in most other state systems, program and services development and reallocation of resources from institutional to community programs has proceeded without the necessary systematic attention to the long-term human resources development capacities critical to successful outcomes for consumers and their families. The Vermont Department of Mental Health and Mental Retardation, Division of Mental Health (DMH), is in the process of fundamentally restructuring its service system to implement state-of-the-art community services for its two primary mental health client target populations: children and adolescents experiencing a severe emotional disturbance and adults with psychiatric disabilities. In both areas, Ver-mont is seen as a national leader, both in the development of innovative services as well as in developing processes to foster fundamental systems change.In this chapter, we present a brief description of the history of public-academic linkages in Vermont and of current efforts to expand those linkages in order to better meet the ongoing needs of the Vermont mental health workforce. History of Public-Academic Linkages in Vermont DainingMuch of the public-academic collaboration in Vermont, in the area of community-based services for adults with psychiatric disabilities and children CREATING A COMPETENT WORKFORCE IN VERMONT 157