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5 teachers were taught 10 categories of positive teacher actions. The training procedures included: (a) setting specific goals, (b) recording own behavior, (c) observation of model, and (d) use of feedback from classroom observations. Mean teachers' positive actions increased from 30% to 52%.

INTRODUCTION Changes in the electrical activity1-7 and water content of the brain8-10 following experimental cerebral injury have been the subject of extensive study. However, most methods used in production of closed lesions have not permitted accurate definition of either the site or the extent of the damage. Investigators, therefore, could not be certain that the observed changes were due entirely to a local lesion. If, on the other hand, the skull was opened to permit selective placement of the lesion,11,12 the undesirable and variable effects of surgical exposure of the brain ordinarily interfered with interpretation of the results. These effects were particularly troublesome in a study of cerebral edema, since circulatory and osmotic changes in the brain due to surgical trauma incidental to craniotomy could not be distinguished quantitatively from the changes due to the experimental lesion itself.13,14In order to avoid difficulties incidental to operative