A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.

Cue-controlled relaxation is looked at to determine whether a component is efficacious as the entire procedure. Subjects were 40 male and 40 female undergraduates. Subjects were randomly assigned to one of four conditions: cue-controlled relaxation, progressive muscle relaxation, breathing exercises with a paired. cue word, on a presentation of the cue word without being paired. It was hypothesized that cue-controlled relaxation would be superior to a component of cue-controlled relaxation. It was determined that cue-controlled relaxation is not more efficacious than a particular component. Data suggests the majority of anxiety reduction takes place when the treatment focuses on the same modality from which the subject receives the most information about their anxiety. Implications and suggestions for further research are presented.