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Recent research suggests that multi-component and contextualized interventions are a good option for the treatment of children with ADHD. The primary goal of the present investigation was to examine the efficacy of a multi-component psychosocial intervention involving children, with ADHD, their parents and their teachers. Forty-two children with ADHD were distributed in two groups: one with 27 children who received the intervention (experimental group) and the other with 15 children who received no intervention (control group). The effects of the intervention program were evaluated in three basic developmental areas: school learning, emotional adjustment and social adjustment. Once the intervention was over, the learning problems of children with ADHD who participated in the intervention were significantly reduced, based on the observations of both parents and teachers. Furthermore, social adjustment of the treated group improved significantly at the posttest evaluation. In contrast, in the group of children with ADHD who did not receive treatment, the learning and social problems remained stable.

To such apparently simple questions as “why do I work?” and “why do others work?”, some very complicated answers are forthcoming. Indeed, a veritable jungle of theories exists purporting to explain behaviour in general and employee motivation in particular. But basically, two major conceptions of the nature of human motivation and mental development dominate psychological thinking:

Several policy alternatives exist to protect environmental quality. Environmental nonprofits advocating for better environmental quality must often choose what policies to advocate and support. This article argues that environmental nonprofits will do best by designing strategies of advocacy contingent on the net costs to the stakeholders and paying attention to the crowding‐out effects of monetary incentives. It investigates the advocacy policies of 50 environmental organizations in Canada. The findings of this survey show that although reduction of net costs is espoused, market‐based policies are not generally advocated, while a greater emphasis is put on regulatory approaches combined with moral suasion through the dissemination of information and educational programs.

Much of our daily time in social, home, and work situations is spent influencing and modifying the behaviour of others. We all have certain abilities for getting along with people, and generally these abilities are exercised in natural unconscious ways. Without really thinking about it, we constantly act to adjust our own or another's behaviour to create a desirable interaction.

Goal setting and feedback techniques have previously been used to improve safety behaviour. Describes a pilot study of the application of a behaviour‐based quality improvement process in a continuous process production plant with a particular focus on certain aspects of the organizational structure and climate which might be conducive to the changes necessary to facilitate this approach. Since “quality improvement”, unlike “safety improvement”, is more likely to be contingent on interactions with other people, the need to optimize communication and interpersonal relationships at work are important. Suggests that an internal customer, linking‐pin model provides the optimal conditions required, and ensures a high level of employee participation in the process of continuous quality improvement.

A previous article by Leslie Rae appeared in ICT June 1977 and described a course in Interpersonal Skills training which had been running in the Employment Service Agency for some two years. Response from readers of the article raised many questions about the course and, in particular, the use of Behaviour Analysis in a practical training situation. This article is in response to these enquiries, and also the writer had realised that the statistical population encountered in a number of courses was sufficient to commence forming conclusions on the effectiveness of the use of Behaviour Analysis in this particular form of training. The sharing of similar experiences would be welcomed by Mr Rae.

Addresses the issue of behaviour modification in the workplace ‐ or more specifically changing (modifying) the way managers behave towards employees. Proposes that changing undesirable behaviour to desirable behaviour can be achieved by following five basic steps which employ the technique of positive reinforcement.

ABA has been described as a precise psychological approach to the study of behavior (Bailey & Burch, 2002), involving well-defined principles that can be used in the analysis and modification of individual behavior (Miltenberger, 1997). Special education, on the contrary, has been characterized as “a customized instructional program designed to meet the unique needs of the individual learner” (Gargiulo, 2009, p. 9). Certainly the two disciplines have much in common; indeed, ABA specifically addresses issues at the focal point of IDEA. For instance, ABA's stance on the right to effective behavioral treatment (Van Houten et al., 1988) is similar to special education regulations regarding the right to an appropriate public education and the right to be educated in the least restrictive environment.