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IN CONCLUSION

A curriculum developed on the basis of programming, by successful steps in academic behaviors using extrinsic reinforcement, can become the useful keythe handle by which any therapist, teacher, psychologist, psychiatrist, etc., can increase a student's academic repertoire and successfully deal with an individual's educational and attitudinal behavior problems. Environments can be designed that sustain learning. Learning, putting in new successful behaviors, is the program for successful educational rehabilitation. The unlearning part, the extinguishing of anti-academic and anti-social behaviors, is done by the individual differentiating his own behaviors by using the newly learned set of values which he now has imprinted by the success he experienced with this educational model. Changing a student's values is the product of a good school environment. The success of any academic program is not merely the specific subject matter coursework that is measured by points or grades and percentages, but the way a student who has matriculated deals with his environment: how he applies this newly found grid-his value system in his own small society, and eventually the world society.

The challenge I see is to teach academic and social prerequisites for the appropriate behaviors and to design and produce environments which support and maintain such learning for the rehabilitation, not only of the deviant-the indidividual whose present behavior is inappropriate to the cues of the middle class environment-but for the bulk of American youth, the group now in the public school system. This new educational environment is not merely made up of buildings, teachers, and students with books, it is an educational ecology made up of a contingency oriented environment-with schedules of reniforcement, physical spaces, teachers, students, texts and films, programmed or otherwise, groups and individuals supported by a well designed active behavioral chain. Such a learning industry, whose basic product is a 100% successful growing intellectual, is our goal. Hopefully, we are all committed to that goal. However, when we find that we are not producing the "A" product, then we should admit that it is our error and not the child's-that the bankruptcy lies in our system and not in the student's capability.

The data produced thus far in CASE II is very encouraging. The CASE II project average of its students for every 90 hours of academe work:

Stanford Achievement Test-.

Gates Reading Survey--.

Grade levels

+1.89

+2.7

An example of the CASE II students' range in the SAT test given in December of 1966:

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A Revised Beta IQ was given during December with a resulting increase in the students' IQ rating of an average of 12.09 points. Of this average increase the Revised Beta, the highest increase was +27 points by one individual student. Two students indicated a minus show of performance, the lowest being a −5.

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Acknowledgments

All knowledge is built upon the work of others, as well as interpreted and changed through one's own research. This paper reports work built upon many experiences, readings, and personal contact with the following men:

N. Azrin, T. Ayllon, R. B. Fuller,

I. Goldiamond, B. F. Skinner

INTRODUCTION

A segment of students in the school population--for example, dropouts and youthful inmates in training schools--cannot succeed in traditional school systems. These students lack not only the interest and motivation but also the background skills and knowledge necessary to academic achievement. Such students appear unmotivated in school and, lacking perseverance, they display only fleeting interests in school work and usually have fallen far behind the rest of their age group in certain basic skills and knowledge. They are incapable of performing at required levels and unable to extend their skills and knowledge at the required pace. A vicious circle is thus established: the frustrated student misses a lesson, fails to keep up with the class, falls behind, is dropped from the class, and so forth. This circle produces young people unable to function well in society.

This inability to function well partly derives from the limited choices open to these young people. If, for example, an adolescent is reading at the third-grade level when he drops out of school at the age of 14, he has no real understanding of the larger society and no basic repertoire which will enable him to acquire this understanding. His choices for employment are limited mainly to the diminishing sector of unskilled physical labor. The choices open to him and the choice he makes can be detrimental both to the young person and society.

Many prison administrators and others in the corrections field recognize the need for intervention in this harmful process and for providing alternatives for such young people. Training schools and other

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