摘要:

Social‐skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors—looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role‐played situations. Social‐skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple‐baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role‐played with the original respondent, (2) training and novel scenes role‐played with a different respondent, and (3) interpersonal situations on the

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-117

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Three reliably measured components of conversation—questioning, providing positive feedback, and proportion of time spent talking—were identified and validated as to their social importance. The social validity of the three conversational behaviors was established with five female university students and five female junior‐high students. Each was videotaped in conversations with previously unknown adults. The conversational ability of each girl was evaluated by a group of 13 adult judges who viewed each tape and rated each conversant “poor” to “excellent” on a seven‐point rating scale. The average ratings of the girls correlated at r = 0.85 with the specified behavioral measures. These procedures were replicated with additional subjects and judges and yielded a correlation of r = 0.84. The high correlations between ratings and the objective measures suggested that the specified conversational behaviors were socially important aspects of conversational ability. Employing a multiple‐baseline design across the behaviors of asking questions and providing positive feedback, an attempt was made to train four girls who used these behaviors minimally to engage in the behaviors in conversations with adults. Adult judges were again employed to rate randomly selected samples of the girls' skills in pre‐ and posttraining conversations. The average ratings of the girls before training were lower than both the university girls and the junior high‐school girls. After training, the girls' conversational abilities were rated substantially higher than those of their junior high‐school peers. These rating data validated the benefits of the training and the social importance of the behavioral components of questions and feedback in conversation. The authors suggest that it may be necessary for traditional behavior analysis measurement systems to be supplemented by social‐validation procedures in order to establish the relationship between “objectively” measured behaviors and complex classes of be

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-127

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The effect of a brief appointment reminder for mental‐health center applicants is reported. A standardized phone message was delivered by an administrative staff member one to three days before the appointment and a sequential experimental design alternating baseline and phone message conditions was used to assess the effects of the procedure. The no‐show rate averages were 32%, 11%, 25%, and 14% respectively. The cost of the procedure was $162.00, which was totally recovered when only six appointments were kept. Since over 1000 patients were involved in the study, the return on the investment of $162.00 is considerable. Implications for this procedure are discussed for other community mental‐health centers and for other community care‐giving a

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-141

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The energy crisis of the winter of 1973–74 led to severe shortages of fuel oil for home heating and a government request for voluntary conservation by the oil consumer. This experiment tested two methods of facilitating fuel‐oil conservation. Home fuel‐oil consumers were randomly assigned to one of three experimental groups: feedback of information on rate of oil use, feedback plus commendation for reduced consumption, or a no‐treatment control. The consumption rate for the feedback plus commendation group was significantly lower than that of either the informational feedback group or the control group. The informational feedback group did not differ from the control group. The results suggest that feedback alone may not result in oil conservation, but that feedback combined with commendation can produce socially significant

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-147

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Decrease in human systolic blood pressure of 4.35 mm Hg (range: 0 to 12 mm Hg) were classically conditioned in normal and hypertensive subjects using a delayed conditioning paradigm in which a 30‐sec auditory stimulus (the conditioned stimulus) was followed immediately by tilting the subject 15° head‐down to elicit small decreases in blood pressure. Conditioning occurred within five trials. A control group demonstrated that sensitization of the reflex by repeated tilting could not account for the blood‐pressure decreases associated with the conditioned stimulus in experimental su

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-153

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This study illustrated the use of normative behavioral observation data as a standard for evaluating the practicality of treatment effects produced in other settings. Three groups of eight subjects each, displaying relatively low proportions of appropriate classroom behavior when compared with regular classroom peers, were selected for treatment within an experimental classroom setting. The three groups were exposed to intervention procedures designed to reinforce either direct academic performance and/or facilitative nonacademic classroom responses. The treatment was effective in changing levels of appropriate behavior (1) above baseline levels in the experimental classroom, and (2) to within normal peer‐defined limits when reintegrated into the regular classroom. Further, the data reflect successful maintenance of these effects for a seven‐ to 12‐week follow‐up period. Several applications of a normative model for evaluating treatment, generalization, and maintenance effects were presented and di

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-159

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Eighteen second‐grade children initially received feedback in the form of nonredeemable tokens for reducing their disruptive classroom behavior. Four types of tutoring were then introduced in a Latin Square Design: noncontingent tutoring from fifth‐grade peers, contingent peer tutoring, noncontingent college tutoring, and contingent college tutoring. No significant difference was found in the level of disruptive behavior of those children tutored by fifth‐grade peers or college students, but contingent tutoring was significantly effective in reducing disruptive classroom beh

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-169

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The effects of a self‐instructional package on three overactive preschool boys were investigated using a multiple‐baseline design across subjects. Behavioral observations of the three target subjects indicated transfer of training effects from the experimental tasks to the classroom. On‐task behaviors increased dramatically concomitant with the introduction of the self‐instructional package, and treatment gains were maintained 22.5 weeks after baseline was initiated. In addition, the use of an observer‐expectancy control condition gave further credibility to the demonstration of a causal rel

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-179

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

A token economy designed to modify the behavior of 125 adolescent males committed to a state correctional institution was implemented in the boys' cottages, focusing on social behavior (peer interaction), rule following, and task completion. The program was sequentially introduced in a multiple‐baseline design in three independent cottages; a fourth group served as a comparison cottage. Appropriate behavior increased when the token program was introduced in each cottage. Data were collected for 14 months. Thus, the long‐term effects of initial behavior change were asses

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-189

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Off‐task behavior, correct answering, and participation during beginning reading instruction were recorded for two low‐achieving first‐grade children during two different rates of teacher presentation. A slow‐rate presentation (A) was compared with a fast‐rate presentation (B) in an ABABAB design. In slow‐rate presentation, there was a delay between the children's response and introduction of the next task. In fast‐rate presentation, there was no delay. A new teacher taught during the final AB phases, which allowed for a brief replication. Both teachers were reminded on a fixed‐interval 90‐sec schedule throughout all phases of the experiment to praise the subjects, thus preventing a confounding of social praise and rate of teacher presentation. Fast‐rate presentation was accompanied by a lower per cent occurrence of off‐task behavior for both Subjects 1 and 2. For Subject 1, correct answering and participation were more frequent during all three fast‐rate phases. For Subject 2, correct answering and participation were more frequent during the fast‐rate phases

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-199

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY