ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-203

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The effect of blood volume pulse (BVP) and frontalis muscle action potential (EMG) feedback on control of vasoconstriction of the temporal artery and frontalis muscle activity in combined migraine‐muscle tension subjects was investigated in a multiple baseline design (across subjects and responses). The data indicated: (a) both subjects obtained an ability to control BVP during BVP feedback and EMG during EMG feedback; (b) there were decreases in frequency of migraine headaches during BVP feedback and decreases in muscle contraction headaches during EMG feedback. The results of this study supported the theoretical explanation of two pain mechanisms involved in combined muscle contraction‐migraine headaches as well as the effectiveness of biofeedback procedures that target directly the specific pain mechanism in the elimination of the two types of head p

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-215

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Two experiments investigated the effects of a treatment package on the self‐injurious behavior of three profoundly retarded persons who appeared to enjoy the physical restraints used to prevent their self‐injury. The treatment package included physically restraining subjects contingent on increasing periods of time during which no self‐injury occurred, and providing them with toys and attention during intervals between restraints. A reversal and multiple‐baseline analysis documented that the rapid and complete reduction in self‐injury by all subjects was due to this treatment package. Because these results suggested that physical restraint might function as a positive reinforcer, in a third experiment physical restraint was applied contingent on a marble placement response with one subject. A reversal design demonstrated that toy play systematically increased when each response resulted in restraint. The experiments have implications for the nonaversive remediation of self‐injury in individuals who are restrained, as well as for the development and maintenance of self‐injury in nat

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-225

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

The background and development of a multicategory direct observation system, the Behavior Observation Instrument (BOI), is described. This time‐sampling procedure for recording the behavior of persons is demonstrated in several treatment settings and the results applied to issues of program evaluation. Elements that have prevented direct observation from being widely adopted, such as costs, manpower, and training requirements, are systematically analyzed. A basic psychometric analysis of the instrument is used to determine optimum frequency and duration of observation intervals as well as observer agreement. The results imply that direct observation methods, once assumed by some to belong to the special province of the single‐subject design, can be used to assess the effects of programs on groups of psychiatric clients in an efficient and economic man

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-243

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

A 30‐year‐old recent college graduate, exhibiting extreme anxiety and deficient verbal skills in job interviews, was treated with a social‐skills training procedure that included instructions, modelling, behavior rehearsal, and videotape feedback. Three target behaviors—focused responses, overt coping statements, and subject‐generated questions—were presented using a multiple‐baseline design. Galvanic skin‐response activity was monitored during pre‐ and posttrainingin vivojob interviews. In addition, independent judges unobstrusively rated the subject's social‐communicative behaviors in his temporary work‐setting before and after training. Training resulted in expected changes for all three target behaviors and a decrease in the rate of speech disturbances. Physiological data supported the subject's report that training enabled him to deal with his anxiety more effectively during job interviews. Training was found to generalize to novel interview questions and different interviewers. Furthermore, unobtrusive measures of eye contact, fluency of speech, appropriateness of verbal content, and composure supported the subject's report that training generalized to his daily social in

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-259

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Recent research on verbal‐nonverbal correspondence is evaluated, and conceptual, methodological, and applied issues regarding correspondence are addressed. Directions for research concerning the correspondence training procedure and extended applications are suggeste

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-271

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Comparisons between visual and time‐series inferences from behavorial data show that serial dependency in scores is likely to disrupt agreement between the two methods of analysis. If researchers follow an earlier recommendation that time‐series analysis be used to supplement or confirm visual analysis, this study's findings suggest that the two methods will disagree most often when the data contain high levels of autocorrelation and when reliable behavorial changes are indicated by time‐series ana

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-277

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Four normal and four deviant children aged four‐to‐six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work. When these skills did not generalize spontaneously to other teachers in concurrent natural situations, generalized responding was taught by the experimenter, in multiple‐baseline design across subjects. This generalization programming enabled the children to contact a sometimes dormant, but readily available natural community of teacher praise and reinforcement,i.e., to recruit an increase in cued praise and schedules of praise for their good work. These behaviors may be important to young children who find themselves bereft of attention in class

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-285

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Scoring of student performance is often costly in teacher time. Self‐rating may be a practical alternative, if ratings are accurate. Some conditions affecting self‐rating accuracy were examined in two special‐education classes in two experiments. The first assessed the separate effects of submitting self‐ratings to the teacher and token reinforcement for those ratings. Actual and self‐rated performance during daily 20‐minute arithmetic assignments were observed in a class of four boys with an average age of 10 years, four months. Subjects answered assignments in pen for later detection of falsified answers. At the end of the session, correct answers were projected and papers self‐scored in pencil. During class dismissal, the experimenter surreptitiously scored actual performance. Three experimental conditions were introduced in an A B C B A design. During A, subjects self‐rated but submitted no report, nor received token reinforcement. During B, self‐ratings were reported to the teacher on a folded slip of paper, without reinforcement. During C, points were awarded for self‐reported scores based on changes in individual performance from the prior condition and later exchanged for prizes. Subjects self‐rated accurately during A, with little change during B. However, awarding points for self‐reported scores in C, produced highly exaggerated performance. There was little change in correct arithmetic performance throughout the experiment. The second experiment examined a low‐cost procedure to produce and maintain a low level of exaggeration in a class of 17 boys with an average age of 15 years, three months. Continuous, then intermittent checks on the accuracy of self‐rated arithmetic performance were assessed in a multiple‐baseline design across groups of subjects. Following a condition where subjects' self‐reported performance was reinforced as in the first experiment, the self‐rating accuracy of all subjects was checked publicly and a penalty applied for inaccuracies or bonus points for accuracies (Maximum Checks). During Minimum Checks, the self‐rating accuracy of one randomly selected subject was checked. The reduction in checking frequency was gradual for one group and abrupt for the other. When self‐reports were reinforced, 13 of the 17 pupils submitted ratings discrepant with actual arithmetic performance by more than two problems per session. Maximum Checks reduced discrepancies below two problems per session for 15 of the 17 pupils. This same low level of exaggeration was maintained during Minimum Checks for 14 of the 17 pupils. Correct arithmetic performance showed no systematic change. Teachers reported that self‐rating resulted in time savings over their usual methods of scoring. The results indicated that pupils exaggerate when rewarded for self‐ratings. Exaggeration was reduced and maintained at

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-304

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY

摘要:

Improving the academic performance of college students who do not demonstrate mastery of course material is a major concern in traditional and nontraditional systems of instruction, where students may drop out, take incompletes, or continue to perform at low levels. The present study examined within‐course peer tutoring as a potential solution. Twenty‐one undergraduate students enrolled in a three‐credit introductory course in Educational Psychology served as subjects. The class met one and a half hours each weekday for five weeks. Five students withdrew from the course and one student was placed on independent study before assignments to experimental conditions were made. The primary source materials were portions of Skinner'sTechnology of Teaching, plus two additional articles. The material was divided into nine equal units, each unit accompanied by study objectives. Nine one‐hour essay exams were administered, one every other class day. Two review days were scheduled before a cumulative final was administered. Students could score a total of 20 points on each exam and the final. If a student scored 90% or better on an exam a score of 10 was earned. If a student scored 80% to 90%, a score of eight was awarded, and so on. A total score of 90 of 100 possible points at semester's end earned a student an “A”, 80 a “B”, and so on. The study consisted of three phases: Baseline I, Intervention, and Baseline II. Baseline I: after an initial introductory class, three lectures were presented—one for each unit. Each lecture day was followed by an exam day. Intervention: following the third exam, students were rank ordered and divided into high, medium, and low levels of performance on the basis of their raw scores on the previous three exams, and assigned to a paired or independent group. This assignment procedure resulted in three high‐low pairs, three middle‐middle pairs, two high‐middle pairs, three low‐independent students, and two middle‐independent students. If, and only if, both students in a pair met a 90% mastery criterion on an exam did each receive five bonus points for the exam(s) reaching the criterion. The bonus points were used to offset points lost on the cumulative final. If both students in a pair met the 90% mastery criterion for units 4, 5, and 6, the pair received an automatic score of 10 on the cumulative final and had the two review days off. Other students who studied independently received identical payoffs if they met the same mastery criterion. The previous lecture time was used for inclass study. Baseline II: Baseline I procedures were reinstituted for the final three units. The test scores are the independent and paired students are shown in Figure 1. Compared to baseline, performance during peer tutoring improved for every student paired with a high partner, and not for those students who studied independently. Between‐group comparisons suggest that the effective variables were related to the tutoring or its combination with the group contingency. However, the opportunity for intergroup discussion about treatment procedures and unequal assignment of subjects to the tutored and independent groups make conclusions about the between‐group portion of the experiment tentative. Half to two‐thirds of the students in each performance category viewed the peer‐tutoring procedure favorably, and two‐thirds or more reported that the procedure was effective in improving academic performance. Proportionately fewer students assigned to independent study found that procedure effective or viewed it favorably. It appears that pairing students with others who do better on tests and rewarding them for their combined performance results in considerable improvement in th

ISSN:0021-8855    

DOI:10.1901/jaba.1978.11-305

出版商:Blackwell Publishing Ltd    

年代:1978

数据来源: WILEY