摘要:

Undesirable mealtime behaviors of a hospital cottage of retardates were reduced by contingent timeout procedures applied by ward personnel successively to one undesirable behavior after another, in a multiple baseline design. In some cases the timeout procedure was to remove the subject from the room until the meal was finished; in other cases (depending on the health of the child and the initial rate of the behavior to be reduced), timeout consisted of a 15‐sec removal of the child's meal tray. Undesirable behaviors were defined as stealing, using fingers inappropriately, messy use of utensils, and pigging (eating directly with mouth or eating spilled food). Timeout was applied to these behaviors in that order, and in each case led to a marked and useful reduction in the behavior throughout the group. As these undesirable behaviors were reduced, more appropriate mealtime behaviors emerged: as inappropriate use of fingers declined (under contingent timeout), messy utensil behavior increased; later, as messy utensil behavior declined (under contingent timeout), a defined category of neat utensil behavior increased. Weights of the subjects were monitored steadily throughout the study and showed essentially no chang

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-77

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Delayed reinforcement techniques were applied, in a multiple baseline experimental design, to modify the behavior of a mildly maladjusted sixth‐grade child. The following behaviors were chosen for modification: face‐touching, posture, and voice‐loudness. Videotape recordings were made of the subject's behavior during mathematics and spelling periods each day. The recordings from the mathematics period was shown to her after school, and consequences for behavior exhibited during mathematics were dispensed during the after‐school viewing. This delayed reinforcement procedure produced the desired behavior changes during the mathematics period. Tapes from the spelling period, which were taken without the child's knowledge, indicated that the behavior changes generalized to portions of the day other than the mathematics

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-85

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The efficacy of immediate tangible reinforcement in increasing appropriate visual attending for entire classes of deaf children was examined. The subjects were three classes (seven children each) in a residential school for the deaf. Boxes were installed on each child's desk, with lights that were flashed immediately contingent upon 10 sec of visual attending. Light flashes were backed up by M&M's, cereal bits, or tokens. In two of the classes, extinction sessions were also scheduled. For all classes, the reinforcement procedure increased visual attending by 50% or more, maintaining it at rates above 82%. Withdrawal of tangibles decreased attending back to baseline levels. The results support analysis of attending as operant behavior and demonstrate the applicability of reinforcement procedures in modifying these behaviors for young deaf children in a classroom setting.

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-97

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Head‐banging, a common phenomenon among the mentally retarded, was shaped, brought under stimulus control, extinguished, and re‐established in two monkeys through reinforcement and discrimination procedures of operant conditioning. The behavior was stable and led to lacerations, a condition that qualifies head‐banging as self‐injurious. The principles of the analysis of behavior used here may well be of value in the etiology and treatment of some human head

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-111

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

A kindergarten class, composed of five girls ages 4.8 to 6 yr, participated in the study. In each of 20 daily sessions a sequence of 10 simple instructions was given to the class, In baseline sessions, the teacher did not interact with the students, other than to give instructions. During these sessions, the children followed the teacher's instructions 60% of the time. When the teacher began attending to each child if she followed an instruction, the mean percentage of instructions followed increased to 78%. Subsequently, the teacher again employed the baseline procedures and the percentage of instructions followed decreased to 68.7%. When the teacher again provided attention dependent on the children's following the instructions, the percentage of instructions followed increased to 83.7%. The results are consistent with research that has treated instructions as discriminative stimuli. The general findings are that consequences of instructed behavior determine the extent to which the instructions are followed.

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-117

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Self‐determined, experimenter‐determined, and chance‐determined token reinforcement treatments were compared with a no‐token treatment, in terms of effect on the learning of history and geography material in the classroom. Each treatment was assigned to one of four heterogeneous classes of Grade nine girls. An initial baseline period preceded the differential reinforcement period, and a token withdrawal period followed. Subsequently, the self‐determined treatment was employed in all three token reinforcement classes, before a final baseline period occurred. Findings included a similarity of initial baseline performance for all classes, an equal superiority of self‐determined and experimenter‐determined treatments to chance‐determined and no‐token treatments, and significant improvement from initial baseline to final baseline for self‐determined and experimenter‐determined treatments, but not chance‐determined and no‐token treatments. Differential token reinforcement experience was found to influence subsequent rate of self‐det

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-123

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

The effect of reinforcement dependent on the social responses of two severely retarded withdrawn children was investigated. During 30 training sessions (30 min each) food and praise were administered dependent upon the children's mutual participation in a ball‐rolling and block‐passing task. Both children showed a progressive increase in social interaction in a non‐training situation during this reinforcement period. After the reinforcement procedures were removed, social behavior decreased markedly. Response generalization to children not involved in training occ

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-133

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

A subject who spoke essentially in “telegraphic” English, leaving out most articles and auxiliary verbs, was trained to use a particular sentence form that included the articles and verbs to describe a set of standardized pictures. The subject used the trained sentence form to describe the trained pictures, and in addition, use of the sentence form generalized to sets of untrained and novel stimuli. When the trained sentence form was changed, the subject used the new form to describe both training and generalization stimuli. When the original correct form of response was retrained, the subject once again used the trained sentence form to respond to both training and generalization tri

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-139

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

Two socially isolated patients were placed on a program where social reinforcement from staff members was made dependent on social interaction with other patients or staff members. This procedure was imposed in a setting where only limited control was possible. The level of social interaction and a concomitant alternate behavior in each patient was increased when the contingency for social reinforcement was imposed. The study provides another example of the efficacy of social reinforcement where there is little control over other reinforcers. Implications for use of similar procedures to increase generalization in the community are discussed.

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-149

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY

摘要:

A method of observing and modifying teacher attention to appropriate child responses in preschool classrooms was developed. Two teachers with no formal training in reinforcement principles were observed for a baseline of eight days. Teacher A, who displayed a lower baseline rate of attending to appropriate child responses, was trained first. Teacher B was simply observed during the first part of the training condition for Teacher A. During training, A received feedback which included definitions of appropriate child responses, her frequency of attending to appropriate child responses, her total percentage of attending to appropriate child responses, and her frequency of failing to attend to appropriate child responses. Teacher B was then trained in a similar way. Both teachers showed an increase in attending to appropriate child responses subsequent to the onset of experimental feedback.

ISSN:0021-8855    

DOI:10.1901/jaba.1970.3-153

出版商:Blackwell Publishing Ltd    

年代:1970

数据来源: WILEY