摘要:

Techniques of behavioral self‐control were employed in a class where a high level of on‐task behavior had been established with externally administered reinforcement procedures. The behavioral self‐control techniques maintained behavior at its ongoing high level both immediately following the externally administered reinforcement treatments and during follow‐up treatments after five and seven weeks. Variability in on‐task behavior was reduced during the behavioral self‐control phases o

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-105

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

This study demonstrated the existent role of contingent teacher attention in maintaining a preschool child's aggression to his peers, as well as an imposed use of contingent teacher attention to increase his low peer interaction. Aggression and peer interaction were analyzed independently as two baselines of multiple baseline design; each was subjected to at least one reversal. The multiple baseline design was used to examine three possibilities: (1) that the high rate of aggressive behavior was in itself impeding the emergence of peer interaction; (2) that contingent teacher attention could be used to maintain a reduced rate of aggressive behavior; and (3) that a similar use of teacher attention could maintain an increased rate of peer interaction. The technique of largely ignoring the subject's aggressive behavior and attending instead to whatever child he was attacking decreased his aggressive behavior to an acceptable rate. Two reversals of this technique displayed experimental control, each recovering the high baseline rate of aggression. After the aggressive behavior was decreased for the final time, teachers attended to the subject only when he was involved in social interaction with peers, and they thus increased his social interaction to a high rate. Later, they withdrew their attention for social interaction and reversed the effect and finally then recovered it.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-115

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The response latency of following directions by an 8‐yr‐old boy from a class for emotionally disturbed children was modified by the contingent application of a token system. To demonstrate reinforcer effectiveness, a multiple baseline approach was used. Measures were obtained for the time elapsed between the presentation of verbal directions and five performances: (1) entering the experimental room, (2) putting toys away, (3) beginning academic work, (4) putting toys away again, and (5) returning to the classroom and completing preparations for leaving school. These five measures were placed on the token system at three different times. The results demonstrated that four of the five performances were clearly affected by the token system as their response latency for following directions decreased substantia

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-125

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

We have treated 20 autistic children with behavior therapy. At intake, most of the children were severely disturbed, having symptoms indicating an extremely poor prognosis. The children were treated in separate groups, and some were treated more than once, allowing for within‐ and between‐subject replications of treatment effects. We have employed reliable measures of generalization across situations and behaviors as well as across time (follow‐up). The findings can be summarized as follows: (1) Inappropriate behaviors (self‐stimulation and echolalia) decreased during treatment, and appropriate behaviors (appropriate speech, appropriate play, and social non‐verbal behaviors) increased. (2) Spontaneous social interactions and the spontaneous use of language occurred about eight months into treatment for some of the children. (3) IQs and social quotients reflected improvement during treatment. (4) There were no exceptions to the improvement, however, some of the children improved more than others. (5) Follow‐up measures recorded 1 to 4 yr after treatment showed that large differences between groups of children depended upon the post‐treatment environment (those groups whose parents were trained to carry out behavior therapy continued to improve, while children who were institutionalized regressed). (6) A brief reinstatement of behavior therapy could temporarily re‐establish some of the original therapeutic gains made by the children who were subsequently in

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-131

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-165

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The issue of certification of behavior therapists is considered. The existence of potentially measurable performance criteria for behavior therapists suggests that certification is possible. It is argued that steps toward certification will tend to separate experimenter and clinician, and foster separation of behavior modification and therapy from closely related fields of enquiry. Behavior modifiers should work within existing professional organizations to strengthen current licensing and certification procedures, rather than form their own certifying body.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-167

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-172

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Reliability of observational data was measured simultaneously by two assessors under two experimental conditions. During overt assessment, observers were told that reliability would be measured by one of the two assessors, thus permitting computation of reliability with an identified and an unidentified assessor. During covert assessment, observers were not informed of the reliability measured. Throughout the study, each of the assessors employed a unique version of a standard observational code. In the overt assessment condition, reliability of observers with the identified assessor was consistently higher than reliability with the unidentified assessor, indicating that observers modified their observational criteria to approximate those of the identified assessor. In the covert assessment condition, reliability with the two assessors was substantially lower than during overt assessment. Further, observers consistently recorded lower frequencies of disruptive behavior than the two assessors during covert assessment.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-175

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-186

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-187

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY