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We investigated the effects of prompts on the recycling behavior of approximately 217 faculty, staff, and graduate students in two academic departments of a large university. During the intervention, two signs were posted in each department. One sign prompted recyding (posted above the recyding receptade), and the other sign prompted proper disposal of trash (posted above the trash receptade). Results of a multiple baseline design across the two departments indicated that the sign prompt increased recycling behavior. Installation of the sign prompts in dose proximity to receptacles in Department A resulted in a 54% improvement over baseline. Posting of sign prompts over containers 4 m apart in Department B resulted in a 17% improvement, whereas positioning the signs and receptacles in dose proximity resulted in a 29% improvement over baseline.

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We propose that individuals who are recipients or potential recipients of treatment designed to change their behavior have the right to a therapeutic environment, services whose overriding goal is personal welfare, treatment by a competent behavior analyst, programs that teach functional skills, behavioral assessment and ongoing evaluation, and the most effective treatment procedures available.

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Four preschool children who were taught to tact a set of Peabody picture cards were unable to emit those same responses under intraverbal conditions. A transfer of stimulus control procedure was used to bring the responses under intraverbal control. A multiple probe design was used to demonstrate experimental control. The results indicate that the transfer procedure was effective in developing the responses as intraverbals, and in increasing the subjects' scores on the Verbal Fluency subtest of the McCarthy Scales. A second study demonstrated that teaching four additional subjects to tact both the items and the class of which the items were members resulted in the untrained emergence of a few intraverbal responses for two of four subjects. For the other subjects and classes, it was still necessary to teach each of the responses as intraverbals, further demonstrating that tacts and intraverbals are separate verbal operants. The implications of these results for the use of Skinner's (1957) analysis of verbal behavior for studying typical language development are discussed.Skinner's (1957) analysis of verbal behavior has been shown to be an effective tool for the assessment and treatment of language disorders for individuals with developmental disabilities (e.g.,

Two experiments were conducted on four units of a residential facility for the multiplyhandicapped retarded in an attempt to improve daily care and training services. Experiment I compared the effects of two procedures in maintaining the work performance of attendants, using an A-B design on two units. One procedure consisted of implementing specific staff-resident assignments, the other consisted of allowing attendants who had met performance criteria to be eligible for a weekly lottery in which they could win the opportunity to rearrange their days off for the following week. Results showed that the lottery was a more effective procedure as measured by the per cent of time attendants engaged in predefined target behaviors, and by their frequency of task completion in several areas of resident care. Experiment II replicated and extended these results to the area of work quality on two additional units, using a multiple-baseline design. The performance lottery was found to be an effective economical procedure that could be implemented by supervisory staff on a large scale.DESCRIPTORS: work performance, institution, staff management, work behavior, reinforcement, lottery, time off, attendantsThe care, training, and habilitation of the institutionalized retarded has become a major social issue in recent years, as evidenced by reports and essays describing the substandard conditions under which many of these persons live (Blatt, 1970;Rivera, 1972); by the development of national accreditation standards for the operation of residential facilities (Accreditation Council for Facilities for the Mentally Retarded 1971); and by the growth of legal action concerning the rights of the retarded (President's Committee on Mental Retardation, 1975).One area of residential treatment in which substantial progress has been made is that of program development (Gardner, 1971; Watson, 1972a). However, as Kazdin (1973) (Harmatz, 1973) or in social play (Daily, Allen, Chinsky, and Veit, 1974). These desirable interactions account for less than 1% of staff time in some instances. It has also been reported that as much as 20% to 40% of their time may be spent in "leisure-time" activities such as reading newspapers or watching television (Bensberg and Barnett, 1966), and that typical attendant-resident interactions may actu-

Confidence in the adequacy with which staff implement training programs requires an analysis of the impact on the client. In two experiments, measures, were devised to reflect this impact. In the first, a measure of the consistency with which clients participated in a toilet-training program revealed their participation to be erratic. Consistent participation occurred after a public display of the consistency of participation was introduced. In Experiment II, detailed measures were devised to reflect the client's performance during the implementation of two physical-therapy programs: range-of-motion and ambulation. Additionally, standardized measures of the benefits that accrued from their participation in these programs were devised. Improvements in both measures were slight and unstable during a condition of immediate feedback (supervisor praise) to staff but substantial improvements were obtained with the addition of a public display of the client's performance.