Teacher ratings of children's problem and competence behaviors: normative and parametric characteristics.

Teacher-rated adjustment differences among young elementary school children from (a) a recent sample and a 1974 cohort, and (b) urban/suburban, male/female, and grade-level subgroups were examined. A problem behavior checklist (Classroom Adjustment Rating Scale) and a school competence measure (Health Resources Inventory) for 974 children from 5 urban and 5 suburban schools were completed by 101 first- to fourth-grade teachers. Children from the more current cohort were rated as significantly more maladjusted than those from the earlier sample on 8 of 10 adjustment variables.

Do behavioral treatments of obesity last? A five-year follow-up investigation.

Although the long-term maintenance of therapy induced behavior changes and the resulting weight loss represent critical issues in the treatment of obesity, there is a paucity of available data. The present study assessed the durability of treatment induced weight losses 5 years after treatment and the long-term adherence to treatment strategies. Thirty-six of the original 44 subjects who participated in a 10-week behavioral weight control program were interviewed in person (28), by mail (5) or reported their weights by phone (3).

The development and evaluation of a behavioral weight-reduction program.

The development of a comprehensive weight-reduction program and its implementation in the clinic are described. The program consisted of explicit instructions on food monitoring, stimulus control, chaining, exercise, and self-reinforcement. The results of pilot research indicated that the program produced reliable weight loss and that its implementation in a group format was more positive.