The effects of choosing academic assignments on the undesirable behaviors manifested by a second-grade student with attention deficit hyperactivity disorder were analyzed. This study extended Dunlap et al.'s (1994) research on choice making as a form of antecedent control. A reversal design showed that undesirable behaviors decreased when the student was given a choice of academic assignments.DESCRIPTORS: antecedent control, behavior management, classroom managementClassrooms have been identified as being problematic settings for students with attention deficit hyperactivity disorder (ADHD) (DuPaul, 1991). In response, this study extended the research on antecedent control reported by Dunlap et al. (1994). The first extension involved the participant, a secondgrade student with ADHD, who had not been identified as having special education needs and received all instruction in a general education class. Second, the researchers were assigned as permanent staff members to the school in which the study occurred. The third extension was that this project studied the effects of choice in isolation and did not incorporate other behavioral management programs. METHODEvan was a 7-year-old boy who had been diagnosed with ADHD by a pediatrician and received 15 mg of Ritalin per day. Pri-

We evaluated the effectiveness of a dentist-implemented behavioral intervention in which brief escape from dental treatment was provided on a regular basis, independent of the child's behavior. Within a multiple baseline design across subjects, 5 children, ages 4 to 7 years, were provided with temporary escape from dental treatment on a fixed-time schedule. The intervals were signaled by an electronic timer worn by the dentist. Clinically significant reductions were observed in physically disruptive behavior across all 5 children with the introduction of noncontingent escape, and verbally disruptive behavior was markedly reduced in 4 of the 5 children. In addition, the dental staff s use of physical restraint was reduced to near zero across all 5 children. The research extends the literature in both clinical dentistry and in applied behavior analysis by demonstrating that a dentist can easily and effectively implement noncontingent reinforcement to produce clinically significant and socially important changes in children's health behavior.

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An identification and treatment model differentiating Transient from Persistent Selective Mutism is proposed. The model incorporates treatment recommendations for Persistent Selective Mutism and suggests that interventions are not usually warranted for Transient Selective Mutism. The case study of a 6-year-old female manifesting Persistent Selective Mutism is presented. A multimodal treatment approach combining behavioral techniques with play therapy and family involvement was applied to improve her verbal interactions. Pre-and posttreatment evaluations were conducted. During pretreatment evaluations the child was manifesting Persistent Selective Mutism, immaturity, and withdrawal behaviors. At posttreatment evaluations she was talking in a manner consistent with her peers without problematic behaviors displayed. Results of a &month follow-up completed after the child had entered first grade showed that she was continuing to speak in a manner consistent with her peers without behavioral concerns.

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