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Adaptation of a commercially available timer for use as a means of operating an audio tape recorder several times during the day is described. Data on a mother's rates of commanding her children were collected via both physically present observer and recorder methods in order to compare the usefulness of the recordings with direct observation. There was a high positive relationship between observer‐recorder command rates, with the observer rates being consistently higher, when data were collected via both methods simultaneously as well as at different points in time.

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The present study attempted to test the reliability of a new method of recording verbal behavior in a free‐play preschool setting. Six children, three normal and three speech impaired, served as subjects. Videotaped records of verbal behavior were scored by two experimentally naive observers. The results suggest that the system provides a means of obtaining reliable records of both normal and impaired speech, even when the subjects exhibit nonverbal behaviors (such as hyperactivity) that interfere with direct observation techniques.

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Pigeons' responses in the presence of two concurrently available (initial‐link) stimuli produced one of two different (terminal‐link) stimuli. Entrance into the mutually exclusive terminal links was arranged by different and independent variable‐interval schedules for each key, while responses during the mutually exclusive terminal‐link stimuli produced a single food reinforcement according to identical and independent variable‐interval schedules. The pigeons emitted more initial‐link responses on the key with the shorter average inter‐reinforcement interval in the initial link. This difference in initial‐link response rates varied directly with the difference between the average inter‐reinforcement intervals of the initial‐link schedules and decreased when the initial‐link schedule with the longer average interreinforcement interval was followed by several consecutive food reinforcements on the variable‐interval schedule in the terminal link on that key. These results are incompatible with previous formulations of choice behavior with the concurrent‐chains procedure. A modified formulation with a multiplier for the overall rate of primary reinforcement obtained on each key provides a better description of choice. In addition, the new formulation applies to behavior in simple (concurrent) choice situations, an advantage not achieved by previous formulations.

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A class of twelve third‐grade students in a rural school of two grades per teacher was observed to determine the frequency of student‐teacher contacts for each student. Requiring each child to go to a play area when he completed his work resulted in changing the distribution of these contacts so that the better students used fewer teacher contacts. In addition, the number of completed assignments of all students increased and data are presented which imply that the poorer students of the class received more of the teacher's available time than previously. The application of this procedure to special pupil populations would probably be very useful. A number of advantages and limitations of the procedure are described.