摘要:

The effect of an instructional package on public‐speaking behaviors was analyzed in two experiments. The instructional package was designed to teach public‐speaking trainees to look at the audience, make gestures, and perform a number of speaking behaviors. The results of Experiment I, with a university student serving as the trainee, showed that the percentage of each category of public‐speaking target behavior increased only after the instructional package was introduced for that category. The results of Experiment 2, with three low‐income paraprofessional staff members of a neighborhood service center serving as trainees, showed that the percentage of target behaviors increased after the instructional package was introduced for the respective trainee. Audience ratings of public‐speaking performance were correlated with direct observations of target responses. All trainees showed marked improvements in audience ratings from pretraining to posttraining. This study demonstrated an effective procedure for training public‐speakin

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-125

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

A behavioral procedure for controlling hyperactivity without inhibiting academic performance is described. Using a time‐sample observational method, the hyperactivity displayed by three school children was recorded during math and reading classes. Concurrently, math and reading performances were measured. The study consisted of two baselines, one while the children were on medication and the second while they were off medication. A multiple‐baseline design across the two academic subject matters was used to assess the behavioral intervention, which consisted of token reinforcement for correct academic responses in math and subsequently math and reading. Discontinuation of medication resulted in a gross increase in hyperactivity from 20% to about 80%, and a slight increase in math and reading performance. Introduction of a behavioral program for academic performance, during no medication, controlled the children's hyperactivity at a level comparable to that when they were on drugs (about 20%). At the same time, math and reading performance for the group jumped from about 12% during baseline to a level of over 85% correct. Each child performed behaviorally and academically in an optimal manner without medication. Contingency management techniques provided a feasible alternative to medication for controlling hyperactivity in the classroom while enabling the children to grow academica

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-137

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

In an attempt to control gastric acid secretion with operant‐conditioning techniques, four normal women were given visual feedback on gastric pH plus money reinforcers. When money was made dependent on increased secretion in a differential‐reinforcement‐of‐high‐rates schedule, the rate of secretion of three of the four subjects increased to three times baseline. When money was then made dependent on decreased secretion in a differential‐reinforcement‐of‐other‐behaviors schedule, the rate of secretion of these three subjects returned to baseline levels. Heart rate, respiratory frequency, abdominal electromyographic activity, and stomach motility (measured by the electrogastrogram method) were not consistently correlated with acid secretion across subjects, although individual subjects showed substantial correlations between acid secretion and one or more other physi

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-147

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

This study demonstrated the effect of training nine lower socio‐economic adults participating as policy board members in a federally funded rural community project to make behaviorally defined statements to increase problem‐solving behaviors in board meetings. A multiple‐baseline design across subjects and skills was used to analyze the behavioral categories of: (1) stating theproblem; (2) findingsolutionsto the problem, and (3) implementing theactionto the solution. Problem‐solving responses during board meetings increased for subjects following training and remained higher than baseline during fo

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-157

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Seven high‐school trainees each conducted training sessions with two profoundly retarded children. Each trainee was asked to teach one child to follow the instruction “Bring ball” and the other child to follow the instructions “Sit down” and “Come here”. During baseline sessions, before the trainees had been instructed in behavior‐modification techniques, no trainee successfully taught either child to follow the instructions. After differing numbers of baseline sessions, trainees were exposed to training procedures designed to teach them to teach one child to follow the instruction “Bring ball”. The training procedures consisted of videotaped modelling, rehearsal, and corrective feedback and praise. Following the training procedures, four of the seven trainees successfully taught their child to follow the instruction “Bring ball”. Further, all trainees were able to teach their other children to follow the instructions “Sit down” and “Come here”, even though they had received no modelling, rehearsal, or feedback on how to teach the children to follow these instructions. The ability of the trainees to teach new behaviors to different children indicates the development of generalized

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-169

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

The study compared the behavior of family members at home as recorded by audiotape recordings in two conditions: with an observer present or absent. Behavioral differences were expected as a function of differential reactivity to these observational procedures, but none was found, and there was no evidence of adaptation effects in either condition. In general, significant positive correlations were obtained between the rates of recorded behavior in both situations. The implications of these findings for the development of nonreactive observation procedures were discussed.

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-181

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

The common assumption that employing tangible rewards with individual children will have adverse effects upon peer observers was studied in the preschool setting. Multiple‐subject, multiple‐baseline procedures were applied to two classes of children, aged 3.5 to 6 yr. In each group, three consecutive children with low base rates of in‐seat behavior received a verbal contingency and food rewards for sitting, while peers (with either low or high rates of in‐seat behavior) received neither food nor teacher attention for sitting. Peer reactions measured were in‐seat behavior, aggression, nonaggressive disruptive behavior, and complaints. The procedures neither decreased the in‐seat behavior of peer observers, nor increased their aggressive or disruptive behavior. On the contrary, peers with low base rates of sitting initially displayed an abrupt, but temporary, increase in sitting. Moreover, although no compensatory attention was delivered, all children exhibited improved sitting by the end of the study. Complaints, which consisted mainly of requests for rewards, decreased in frequency with successive program phases, and within each phase. It is suggested that the class improvement in sitting behavior and the absence of negative effects on observers may be partially due to the high frequency of attention the teacher maintained for other desired behavior and the lack of attention to children's

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-187

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

The effects of automated cueing on teacher praise rate was investigated in one special, one fourth‐, and one seventh‐grade classroom. After establishing baseline praise rates in each of the three classrooms, two methods for increasing teacher praise rate were introduced according to a multiple‐baseline design. During the first phase, two teachers were instructed to count and graph their praise rate during each session. All teachers received auditory cues to prompt praising during another phase. In all cases, introduction of cues markedly increased teacher praise rates, but self‐recording was relatively ineffective. An analysis of teacher‐praise distributions showed that cues closely controlled teacher praise for two of the three

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-197

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Two retarded children were exposed to daily imitation training in which teacher or nurse modelled and instructed each child to imitate 12 sentences containing one of six animal names. The subjects were praised for correct verbal imitation. Across three phases of a multiple‐baseline design, sentences varied as to the presence or absence of size and/or color adjectives describing the animals. In probe sessions at another time of day and in a different setting, the experimenter twice asked each subject to describe 12 different animal pictures. The subjects' use of descriptive adjectives (color and/or size) greatly increased during probe sessions as a function of the sentence content (presence or absence of color and/or size adjectives) in modelling and imitation training sessions. Generalization to descriptions of animals also not used in imitation training sentences was also obtained.Generalization to descriptions of animals not used in imitation training sentences was also obtaine

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-203

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-210

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY