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Because spatial environment plays an important role in regulating human behavior, the environmental conditions of room size, furniture arrangement and interpersonal distance were systematically varied and studied with 54 male undergraduates for their ability to influence the verbal operant conditioning of positive affective self-reference statements. Two separate studies conducted in disparate geographical locations provided evidence confirming the importance of environmental features in the conditioning process. Findings suggest that room size is of prime consideration, with larger rooms enhancing the conditioning process while smaller rooms tend to inhibit it. Evidence was also found for the transfer of conditioning to certain paralinguistic features of the subjects' behavior. (Author/CJ)

The major purpose of this project was to measure the effect of physical-spatial environment and personality on the conditionability of positive affective self-reference statements within a quasi-counseling interview. Two related studies were conducted: Study One--University of Bridgeport; Study Two--University of Massachusetts. Eighteen male undergraduate subjects were utilized in Study One to measure the effect of room size, personality (Factor L, 16PF) and distance interaction on conditioning. The design employed in Study One was a 2 x 2 x 3 factorial analysis of variance with repeated measures on two factors. Fifty-four male undergraduate subjects were utilized in Study Two to measure the effect of room size, personality (Factor L, 16PF) and furniture arrangement on conditioning. The design of Study Two consisted of a 2 x 2 x 3 x 2 mixed factorial analysis of variance. The results indicated that spatial environments do significantly effect the conditionability of positive effective self-reference statements. It was particularly noteworthy that in both studies it was found that room size had a significant effect in altering the conditioning of verbal responses. Implications for counseling and counselor training are discussed. (Author)

The Modular Multiple Alternatives Program (ModMaP), being developed at the University of Bridgeport, is the first competency-based, individualized graduate program in teacher education in the state of Connecticut. The program focuses on elementary teacher training and includes both master's and six-year level options. The program provides the students with alternative routes and contains provisions for the in-service education of nondegree-seeking students. The ModMap graduate program is characterized as being a) research based, b) diagnostic, c) prescriptive, d) individualized, e) performance based, f) school and community oriented, g) computer managed, h) modularized, and i) clincial. A process model of ModMap, included in the report, illustrates the stages of the program from admission to final program review and graduation. (Author/BRB)

The Multiple Alternative Program (MAP) is a competency based, individualized program that focuses on the in-service education of elementary school teachers. Developed in cooperation with the school systems of Norwalk and Bridgeport, Connecticut, MAP addresses itself to the achievement of those teaching competencies that have been identified as high priority needs by individual teachers within the context of institutional goals. Based on the open education approach to staff development, MAP consists of four phases: a) assessment, b) planning, c) training, d) reassessment and retraining. Opportunities are provided for two "innovation teams," consisting of teachers and administrators from two urban elementary schools, to focus on training activities related to their institutional priorities. Additional students from the ongoing graduate program participate in MAP as individuals. The success of the program as a model for school/university cooperation in in-service education has led to the development of a comprehensive graduate degree program based on the open education approach. (Author)