摘要:

Twenty‐four elementary school children in grades K‐3 participated in a study to teach six street‐crossing skills: (1) wait at curb, (2) look all ways, (3) watch vehicle distance, (4) walk, (5) continue to look, and (6) use crosswalk. The effects of an instructional package implemented on the street corner were evaluated using a multiple‐baseline design across two groups of six children at each of two schools. Rapid acquisition of pedestrian skills was evident at both schools. Average skill levels improved from 44% during baseline to 97% after training at School A and from 21% to 86% at School B. Data taken at a second street at each school were used to assess setting generality of safety behaviors. A one‐year followup of 14 children indicated that pedestrian safety skills either maintained at high levels or could be quickly recovered from intermediate levels after remedial training. This research represents a first step in the solution of just one of the many community problems involving safety‐deficie

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-315

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

This study evaluated a classroom program to teach public transportation usage (bus‐riding skills) to retarded persons. Based on a task analysis of specific skills, five retarded male students were taught each of the components of locating, signalling, boarding and riding, and exiting a bus. These skills were taught sequentially, using training procedures consisting of role playing, manipulating the actions of a doll on a simulated model, and responding to questions about slide sequences. Before, during, and after training, subjects were tested on generalization probes in the classroom and in the natural environment. Results of a multiple‐baseline design across subjects indicated that up to 12 months after termination of training, each subject exhibited appropriate bus‐riding skills on actual city buses. Two other subjects were trained on each skill componentin vivo, on city buses, in order to compare the relative effectiveness and efficiency of classroomversus in vivotraining. Both of these subjects acquired appropriate bus‐riding skills; however, thein vivotraining procedure was both more time consuming and expensive than classroom training. These findings further demonstrate the effectiveness and practicality of properly designed classroom training procedures for teaching community survival skills to retarded

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-331

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

A task analysis of janitorial skills required for cleaning a restroom was performed. Six subtasks with a total of 181 component responses were identified. Subjects were required to progress through a series of four prompt levels ordered generally from more to less direct assistance for 20 of the most difficult component steps. Another series of four prompts, ordered from less to more direct assistance, was used to teach the other 161 responses. Subjects progressed to the next more intense prompt level contingent on a failure to respond appropriately with less assistance. A multiple baseline across subjects as well as the six subtasks was employed to evaluate the efficacy of the procedures. Six moderately retarded adolescents were trained in their public school. The results show rapid response acquisition, skill generalization to a second restroom, and maintenance of the newly learned behavior. The present research provides evidence of a model for analyzing and training vocational skills to the mentally retarded.

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-345

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Without internal validity, experimental data are uninterpretable. With intensive designs, most methods presented to quantify a design's internal validity have been subject to criticism. A probabilistic model of intensive designs is presented that demonstrates the high degree of internal validity of these designs without relying on adaptations from traditional inferential statistics. Where the experimenter is able to conform to the restrictions of the model, the equations provide an estimation of internal validity for either reversal or multiple‐baseline designs. More importantly, the model provides mathematical bases for some of the common recommendations and design considerations in intensive research (such as the desirability of within‐subject replications and of four or more multiple baselin

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-357

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The development of new, “creative” behaviors was examined in a problem‐solving context. One form of problem solving, improvisation, was defined as finding a substitute to replace the specifically designated, but currently unavailable, tool ordinarily used to solve the problem. The study examined whether preschool children spontaneously displayed generalized improvisation skills, and if not, whether they could be trained to do so within different classes of tools. Generalization across different tool classes was monitored but not specifically trained. Five preschool children participated in individual sessions that first probed their skill at improvising tools, and later trained and probed generalized improvisation in one or more of three tool classes (Hammers, Containers, and Shoelaces), using a multiple‐baseline design. All five children were trained with Hammers, two were trained in two classes, and two were trained in all three tool classes. Four of the five children improvised little in Baseline. During Training, all five showed increased generalized improvisationwithinthe trained class, but none across classes. Tools fabricated by item combinations were rare in Baseline, but common in Training. Followup probes showed that the training effects were

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-363

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Twelve first‐grade students were employed to analyze the effects of (1) Verbal and Visual Feedback, (2) Verbal and Visual Feedback plus immediate rewriting of trained letters with one or more incorrect letter strokes, and (3) Potential Reinforcement on cursive letter strokes. Students practised both a set of trained and a set of untrained letters during each session. Feedback and reinforcement was administered only for trained letter strokes. The percentage of correct trained letter strokes increased during all conditions. Performance on the untrained but practiced and trained letter strokes followed the same general trend in response pattern. No consistent pattern of generalization was demonstrated with untrained and unpracticed letter stroke

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-381

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Confidence in the adequacy with which staff implement training programs requires an analysis of the impact on the client. In two experiments, measures were devised to reflect this impact. In the first, a measure of the consistency with which clients participated in a toilet‐training program revealed their participation to be erratic. Consistent participation occurred after a public display of the consistency of participation was introduced. In Experiment II, detailed measures were devised to reflect the client's performance during the implementation of two physical‐therapy programs: range‐of‐motion and ambulation. Additionally, standardized measures of the benefits that accrued from their participation in these programs were devised. Improvements in both measures were slight and unstable during a condition of immediate feedback (supervisor praise) to staff but substantial improvements were obtained with the addition of a public display of the client's perf

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-395

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

A training program was conducted to improve the generalized mnemonic performance, or memory, of a Down's Syndrome child. Training was directed at digit‐span performance with generalization from training determined by responses to untrained mnemonic performance probes. The digit‐span items varied in length from three to five digits. Each length constituted an item class, with each class trained within the framework of a multiple‐baseline design. Probes consisted of untrained digit‐span items, grammatical sentences, nongrammatical sentences, and match‐to‐sample items. A training procedure, in which 15 items from each class varied continually from trial to trial and from day to day, resulted in the percentage of correct responses to both training and probe items increasing to levels substantially above baseline. The results demonstrate the effectiveness of the training procedure in improving the generalized mnemonic performance of a Down's Syn

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-413

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Weight and height data from two studies were recomputed, and original data were computed using a Weight Index formula that accounts for the interaction of actual weight/height changes in growing children and compares this ratio with that of normed weight/height ratios for equal‐aged children. Recomputing the data of one study showed that the Weight Index is a more sensitive procedure for assessing long‐term behavioral treatment of obesity for girls than weight alone. Recomputing the data of a second study showed that the Weight Index formula is consistent for boys and girls and is a more sensitive procedure for assessing long‐term effects of a variety of medical treatments for obesity than the Ponderal Index or weight alone. Computation of the data for 17 “normal” children in a preschool class showed a zero Weight Index score before and after a six‐month interval elapsed without treatment. The procedure may be useful in assessing ponderosity or anorexia over intervals of six months or more with growing children or difference between actual and normed weight over shorte

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-421

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The modification of smoking behavior usually involves the target goal of total abstinence. However, many smokers are unable or unwilling to quit completely. An alternative is to teach people to smoke in ways that minimize the associated health risks. Such an approach would involve decreasing smoking rate, switching to “safer” tobacco products, and modifying the topography of consumption. Previous research has shown that topographical components of smoking behavior such as puff frequency, puff duration, cigarette duration, and amount smoked can be reliably measured and experimentally manipulated (Frederiksen, Miller, and Peterson,Addictive Behaviors, 1977,2, 55–61). Further, there is preliminary evidence from a single‐subject experiment that topography can be changed in clinically relevant directions and that such changes can generalize to the smoker's natural environment (Frederiksen and Simon,Behavior Therapy, in press). To replicate and extend these findings, three single‐subject experiments were conducted. In each experiment, verbal instructions to modify individual components of smoking topography were sequentially introduced using a multiple‐baseline design across components. The components of puff frequency and puff duration were modified in three experiments. Cigarette duration was also modified in two experiments. Following the topography change phase, daily smoking rate was stabilized, using a behavioral contracting procedure (Frederiksen, Peterson, and Murphy,Addictive Behaviors, 1976,1, 193–196). Generalization was assessed during sessions in which no instructions were given (Subjects 1 and 3) and at six monthly followups (Subjects 2 and 3). For Subjects 2 and 3, data were also available on the amount of carbon monoxide (CO) uptake associated with the consumption of a cigarette (postcigarette CO‐precigarette CO). This physiological measure is important because CO and its byproducts constitute a major health risk (Russell,Lancet, 1974,1, 254–258). Results showed that instructions were effective in modifying components of smoking topography. These changes generalized to sessions in which no instructions were given and across six months of followup. Daily smoking rate did not increase during topography change nor did smoking topography deteriorate when smoking rate was subsequently stabilized on a behavioral contract. Subjective ratings of smoking enjoyment decreased during topography change for two of three subjects but subsequently returned to baseline levels during followup. The observed topography changes were associated with a decrease in the amount of each cigarette smoked. Mean CO uptake was also reduced from baseline levels of 6.0 ppm and 8.0 ppm (Subjects 2 and 3, respectively) to followup levels of 3.3 ppm and 2.1 ppm. These results replicate and extend previous work and suggest that moderate or “controlled” smoking is an approach that deserves continued attention. The importance of assessing smoking topography and physiological variables, as well as directions for subsequent investi

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-431

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY