摘要:

The present study was conducted to investigate the effectiveness of a program designed to teach behavior modification procedures to normal siblings of autistic children. Three sibling pairs participated in a multiple‐baseline analysis of the effects of training the normal siblings to use behavior modification procedures to teach their autistic brother or sister a variety of learning tasks. Results indicated that the siblings learned to use the behavioral procedures at a high level of proficiency, they used the procedures in a generalization setting, and there were observed improvements in the behavior of the autistic children. In addition, a social validation assessment of the normal siblings' statements about their autistic sibling indicated a decrease in negative statements and an increase in positive statements after training. These results are discussed in terms of the potential for incorporating siblings into the treatment plan in intervention programs with autistic childre

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-129

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A peer training program, in which experienced staff trained new staff, was evaluated as a method for teaching and maintaining safety‐related caregiver skills in an institutional setting for the developmentally disabled. Three sets of safety‐type skills were assessed in simulated emergency situations: responding to facility fires, managing aggressive attacks by residents, and assisting residents during convulsive seizures. Using a multiple‐baseline research design, results indicated that the peer training program was an effective method of training the three types of emergency skills to new direct care staff. The program also appeared effective in improving the skills of the peer trainers. Perhaps most importantly, results indicated that if experienced staff functioned as peer trainers for particular emergency skills, then their proficiency in those skills maintained over time whereas their proficiency declined in emergency skills for which they did not act as peer trainers. Social validity information collected from available staff 23 months after the program was completed supported the utility of the training in terms of staff responses during actual emergencies. Also, acceptability measures indicated that staff liked participating in the program. However, some inconsistencies between staff verbal reports and performance‐based measures of acceptability were noted. Results are discussed regarding the overall effectiveness of the peer training program, the importance of maintenance strategies for safety‐related skills, and the need for multidimensional analyses of staff acceptability in staff training/management

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-139

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This study developed and evaluated a social skills training program for institutionalized mildly or moderately retarded and dually diagnosed individuals. Social skills were conceptualized as requiring an action or reaction within six skill areas: compliments, social interactions, politeness, criticism, social confrontation, and questions/answers. The program taught social skills using a commercially available table game,Sorry, and a specially designed card deck. Each card represented one of the skill areas and was designed to train either an actor or reactor response. The program featured response specific feedback, self‐monitoring, individualized reinforcers, and individualized performance criterion levels. A multiple baseline across two groups (N = 3 per group) revealed that the game contingencies increased social skills in all targeted areas. After training, the subjects displayed their newly learned skills at or above their trained levels in two different settings with novel persons present. Although untargeted, the complexity of the subjects' responses increased across conditions, since there was a steady increase in the number of words they used per response. The program appears to be a viable means of training social skills since it uses standardized training procedures, requires only one facilitator, and is in itself a social situation that may encourage interactions with peers, cooperation, competition, and politenes

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-157

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

This study provided six behaviorally handicapped elementary school students with a short‐term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self‐evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students were accurately self‐evaluating their own work and behavior, generalization and maintenance of behavior gains were sought by introducing a reduced form of the self‐evaluation procedures in the students' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual student's behavior. Analysis of the results of the study indicated that students transferred and maintained high levels of appropriate classroom behavior in their regular classrooms, once self‐evaluation procedures were extended into those settings. For four of the six students, all extra‐training components were faded. Only two students required a modified form of the original intervention to maintain behavior gains in their regular

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-171

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

An incentive program to motivate seat belt use was implemented at a large munitions plant. Seat belt usage was assessed daily at an entrance/exit gate of the industrial complex when employees arrived for work in the morning and departed in the afternoon. During treatment incentive fliers, which prompted seat belt usage and gave belt wearers opportunities to win prizes, were distributed only in the afternoon. Seat belt wearing increased from baseline means of 20.4% and 17.3% during the morning and afternoon, respectively, to averages of 55.5% during afternoon departures and 31.1% during morning arrivals. During follow‐up, mean belt use dropped almost to baseline levels. Categorizing vehicles according to driver sex and license plate number enabled a study of belt wearing practices of individuals, and revealed that the incentive program influenced some drivers to wear their seat belts during morning arrival when incentives were not distributed (i.e., treatment generalization) and during a follow‐up period after the incentives were withdrawn (i.e., response maintenan

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-189

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A previously developed and analyzed pedestrian safety training program was used to teach appropriate street‐crossing behaviors to kindergarteners and first graders. Adult crossing guards were trained to provide pedestrian safety instruction. Trained observers monitored the quality of instructions given by crossing guards and the pedestrian behavior of young children as they crossed the street. A multiple‐baseline analysis of the effects of two training programs indicated that guards were able to deliver the pedestrian safety program to several groups of children with a high degree of competence after receiving a single videotape and role playing training session. Furthermore, children's level of appropriate street crossing increased contemporaneous to the change in guard behavior both on the street where training was delivered and on a second street where no training was previously delivered. Utilization analysis of the guard training program indicated that one cannot expect to produce consistently high levels of street‐crossing behavior by implementing only the “show and tell” portions of the training package. Similarly, results suggested that one is unlikely to produce consistently high quality guard training behavior by only giving written instructions describing how pedestrian training should be adm

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-203

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

The present study examined the effectiveness of a group language training procedure for directly increasing and generalizing the rate of verbal interaction among four elderly, socially isolated, moderately mentally retarded men. A withdrawal of treatment design was used to examine the effect of the procedure that used verbal prompts, behavioral rehearsal, and contingent social praise. Changes in behavior were examined in two generalization settings, one similiar to the training environment (Generalization I) and the other arranged as part of the subjects' daily routine (Generalization II). Baseline data indicated no verbal interaction among the subjects. During treatment the training procedure increased the rate of subjects' verbal interactions not only in the training situation, but also in the two generalization settings. An analysis of the data obtained during the Generalization II situation indicated that subjects' verbal interaction increased not only among themselves, but with nonsubject peers present in this setting. Follow‐up data showed that increases in rates of verbal interaction were maintained four months after the cessation of training. The implications of the results for program generalization and work with the language deficient individual is discusse

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-217

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

A behavioral management system designed to reduce urinary incontinence was evaluated in two nursing homes with a pretest‐posttest control group design with repeated measures. The primary components of the system were prompting and contingent social approval/disapproval which required approximately 2.5 minutes per patient per hour to administer. The frequency of correct toileting for experimental subjects increased by approximately 45%. The experimental groups were significantly different from the control groups on both incontinence and correct toileting measures. The results are discussed in view of the management issues inherent in nursing home setting

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-235

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

摘要:

Naturally occurring levels of teacher commands, child compliance to those commands, and positive and negative teacher feedback were studied in 19 teachers and 130 children in kindergarten through third grade. Seventy‐five of the children had been identified as “making a good social adjustment” to school (high‐rated) and 55 children were identified as “not making a good social adjustment” to school (low‐rated). Results of intensive observation over a 4‐wk period showed that: (a) individual teachers differed significantly in their overall use of commands; however, they did not differentially respond to high‐ versus low‐rated children; (b) high‐rated children were more likely to comply with commands than were low‐rated children; (c) although the overall level of positive social consequences was extremely low, there was some indication that high‐rated children were more likely to receive positive feedback for compliance than were low‐rated children; (d) low‐rated children received significantly more positive feedback than high‐rated children for noncompliance; (e) teachers gave negative feedback for noncompliance at an equal level to both groups of children; and (f) although repeated teacher commands following noncompliance were equal across groups, low‐rated children were exposed to significantly higher levels of repeated commands following complianc

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-243

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1983.16-250b

出版商:Blackwell Publishing Ltd    

年代:1983

数据来源: WILEY