摘要:

Two experiments were conducted to assess the generalized effects of several different parent/teacher training programs. In Experiment I it was found that a brief demonstration of how to teach an autistic child new behaviors was sufficient to teach parents how to teach those children those behaviors. However, generalization to new child‐target behaviors did not take place. Another parent training program, which did not demonstrate how to teach any one specific child behavior, but was based on teaching the use of general behavior‐modification procedures, was effective in teaching the parents how to teach new child‐target behaviors. Experiment II then provided analyses of the individual effects of several components of the generalized training program. The results showed that videotape illustrations of the procedures, without the presence of a master teacher, were sufficient to teach the adults. However, sub‐parts of the videotapes produced highly specific training results, with each component changing corresponding areas of theadults' behaviors. Viewing of the entire package was necessary before the adults were able to improve the autisticchildren'sbehaviors. The study as a whole suggests the importance of obtaining multiple measures of the effects of parent and teacher training programs, including measures of acquisition and generalization of both adult and child be

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-95

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple‐baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11‐week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff train

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-111

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Recently, the use of timeout rooms has been questioned by various agencies, and some have adopted policies that prohibit or greatly restrict exclusionary timeout. The present study developed a timeout procedure that did not require removal of the misbehaver from the learning environment. The procedure was applied to the disruptive behaviors of five severely retarded children in an institutional special‐education classroom. An observer prompted all teacher behaviors related to the procedures to assure their precise implementation. After baseline, a reinforcement‐only condition was implemented. Each child was given a different colored ribbon to wear as a tie and received edibles and praise every few minutes for good behavior and for wearing the ribbon. When timeout was added, a child's ribbon was removed for any instance of misbehavior and teacher attention and participation in activities ceased for three minutes or until the misbehavior stopped. Reinforcement continued at other times for appropriate behavior. An ABCBC reversal design was used to demonstrate control of the behavior by the conditions applied. On average, the children misbehaved 42% and 32% of the time during the baseline and reinforcement conditions respectively but only 6% of the time during the timeout conditions. A followup probe during the new school year revealed that the teacher was able to conduct the procedure independently and that the children's disruptive behaviors were maintained at low levels. The practicality and acceptability of the procedure were supported further by the successful implementation of the procedure by a teacher in another state and by responses to a questionnaire given to 40 mental health professionals. The ribbon procedure appears to be a viable form of timeout, provided that disruptive behaviors during timeout can be tolerated within the setting, or a backup procedure such as exclusionary timeout is available when nee

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-125

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Two experiments were conducted with 24 fifth‐grade students participating. In the first experiment, quiz performance with study guides was compared to quiz performance without study guides. The group whose students received study guides always scored higher than the group who did not receive study guides. Experiment II assessed the feasibility of students scoring their own study guides. The reliability of student scoring was found to be 93% over all study guides and there were no significant differences between “self‐scored” and “teacher‐scored” groups on the w

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-137

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The biomotometer, an electronic device that simultaneously measures activity and provides auditory feedback to the subject, was used in combination with material reinforcers in two experiments attempting to modify activity level in children. In the first study the activity level of an 11‐year‐old highly active boy was decreased below mean baseline during conditioning in a classroom setting. His level of activity returned to baseline when feedback was withdrawn. In the second study, activity level of a 10‐year‐old hypoactive boy was increased over mean baseline level during conditioning in a free‐play setting, and returned to slightly below baseline during five extinction trials. Results of these studies indicate that the biomotometer is a useful instrument for modification of activ

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-145

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Three severely retarded young adults between the ages of 19 and 21 years participated in a prevocational training program, and worked regularly on six different tasks during the scheduled six‐hour day. The study attempted to assess each subject's preferences for the six tasks: collating, stuffing, sorting, pulley assembly, flour‐sifter assembly, and circuit‐board stuffing. In Phase I, the procedure consisted of randomly pairing each task with all other tasks in a two‐choice situation that required the subjects to select one task from each pair combination to work for a seven‐minute period. The selection procedure consisted of presenting two representative task objects on a tray and requesting the subject to pick up one object and place it on the work table. The object selected represented the task worked for that period. The 15 possible pair combinations were presented randomly every two days for a period of 34 days to determine the preferences. During the validation phase (Phase II), each subject's least‐ and most‐preferred tasks were paired separately with moderately‐preferred tasks. As expected, these manipulations confirmed the baseline data, as choices for the moderately‐preferred tasks decreased when consistently paired with the preferred tasks and increased when consistently paired with the leas

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-153

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The form frequently taken by behavior‐modification programs is analyzed in terms of the parent science, Behaviorism. Whereas Behaviorism assumes that behavior is the result of contingencies, and that lasting behavior change involves changing the contingencies that give rise to and support the behavior, most behavior‐modification programs merely arrange special contingencies in a special environment to eliminate the “problem” behavior. Even when the problem behavior is as widespread as alcoholism and crime, behavior modifiers focus on “fixing” the alcoholic and the criminal, not on changing the societal contingencies that prevail outside the therapeutic environment and continue to produce alcoholics and criminals. The contingencies that shape this method of dealing with behavioral problems are also analyzed, and this analysis leads to a criticism of the current social structure as a behavior control system. Although applied behaviorists have frequently focused on fixing individuals, the science of Behaviorism provides the means to analyze the structures, the system, and the forms of societal control that produce the

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-163

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-175

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-176

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-178

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY