摘要:

The present study investigated the use of a compliance‐training procedure and its effect on untreated deviant child behaviors. Three children, each generally noncompliant to adult requests and with several additional problems, such as crying, aggression, and self‐injurious behavior, were trained in the compliance procedure under a multiple‐baséline design across therapists. Compliance was defined as the correct response to prespecified requests. Other classes of deviant child behavior were measured continuously throughout the study but not directly reinforced. The results of the study showed that (a) increases in compliance to requests were directly related to the contingencies employed; (b) decreases in untreated deviant behaviors occurred when compliance increased, even though no direct contingencies had been placed on these behaviors; and (c) the relationship between untreated deviant behaviors and compliance appeared to be maintained by a different set of events in each of the three children. The results are discussed in terms of behavioral covariation and generali

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-209

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self‐management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home‐based differential feedback concerning accuracy of program implementation. Self‐management Training phases involved training parents in goal setting, self‐monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self‐management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been m

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-223

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Stimulus overselectivity, a phenomenon exhibited by autistic and institutionalized retarded individuals, was examined in mildly handicapped and nonhandicapped public school children. Subjects were 16 young, educable mentally retarded, 16 learning disabled, 15 nonhandicapped first‐ and second‐graders, and 16 older, educable retarded students. The children were trained on a 3‐component visual discrimination task and then tested on individual elements to determine which element or elements were controlling subject responses. Nine of the young educable mentally retarded children and eight of the learning disabled students showed some overselectivity. The majority of overselective retarded children were controlled by only one of the three components of the training cue, whereas the majority of the overselective learning disabled children responded to the discrimination task on the basis of two of the three components. No overselectivity was exhibited by the nonhandicapped students. All three cue components were also functional in controlling the responding of 14 of the 16 older retarded students, but two children were under the control of only one cue. The research indicated that in terms of overselectivity, learning disabled children respond more like young, mildly retarded children than they do like nonhandicapped ones. The demonstration of stimulus overselectivity in a sizable portion of a learning disabled sample may have implications for a more empirically based approach to this handicapped popul

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-239

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

A multifaceted behavioral program designed to teach emergency fire escape procedures to children was evaluated in a multiple‐baseline design. Five children were trained to respond correctly to nine home emergency fire situations under simulated conditions. The situations and responses focused upon in training were identified by a social validation procedure involving consultation with several safety agencies, including the direct input of firefighters. Training, carried out in simulated bedrooms at school, resulted in significant improvements in both overt behavior and self‐report of fire safety skills. The gains were maintained at a post‐check assessment 2 weeks after training had been terminated. The results are discussed in relation both to the importance of social validation of targets and outcomes and the implications for further research in assessing and developing emergency response s

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-249

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

A counterbalanced, reversal design was used to compare the effectiveness of posted feedback and increased police surveillance in reducing speeding on two urban highways. Drivers' speeds were measured using a concealed radar unit. During public posting, a large highway sign, which listed the percentage of drivers not speeding during the preceding week and the best record to date, was erected on each street. Use of the feedback sign alternated with periods of baseline and periods of increased police surveillance and ticketing. During increased police surveillance, highly visible, stationary police radar patrols were established along the highways for either 30 min or 60 min per day, 5 days per week. Results indicated that although public posting was highly effective in reducing the percentage of speeding drivers, increased police surveillance was not. Thus, since the feedback sign required only 30 min per week to maintain, public posting was at least 10 times more efficient in controlling speeding than was police surveillance and ticketing.

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-261

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

A company‐based lottery was used to reduce the number of nonessential miles employees drove their personal cars each day and thereby save gasoline. Employees were divided into an experimental and a contrast group. The experimental design involved two conditions: (a) a baseline in which no consequences were attached to driving behavior, and (b) a month‐long lottery in which the experimentals were rewarded for decreasing their percentage of average miles driven per day relative to their initial baseline average. The experimentals received an ABA order of conditions while the contrast group remained in baseline. The lottery condition consisted of four weekly lotteries and one grand drawing held at the end of the month. During the lottery condition, the experimentals reduced their average daily mileage by 11.6% relative to their initial baseline (7.85 miles per employee per day) while the contrast employees increased their average mileage by 21.2%. Both groups exceeded their initial baseline averages in the return to baseline. The study was almost cost‐effective because the experimentals' gas savings ($75) was within $4 of the cost of motivating them to reduce their mileage

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-273

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Three moderately mentally retarded females ranging from 8 to 10 years of age were treated for long‐standing fears. These children had refused to talk with or be in the same general vicinity of adults other than their parents, a few close family members, and to a lesser degree, their teacher. To establish an accurate criterion for successful performance on dependent measures, participants were matched on age, sex, and level of mental retardation with children having “normal” amounts of fear. Dependent measures included approaching and talking to strange adults as well as child ratings of overall fear. Participant modeling was given by the mother who provided a sufficient amount of physical and verbal prompts to ensure that an acceptable greeting of adults specified by the mother were made. These prompts were gradually faded out as treatment progressed. Treatment, which was given in a multiple baseline format across subjects, proved effective and gains in the reduction of fears were maintained at the six month foll

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-287

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Typically in large residential facilities for retarded persons, meals are served in an institutional style that does not appear to encourage appropriate peer interactions. An ecological program alternative is serving meals in a family style. The present study was designed to examine both the feasibility of serving family style meals and the effects of family style meal service on mealtime language. Five retarded young adult male residents, who had some conversational skills and appropriate table manners, participated in this study. The experimental design involved a multiple baseline analysis across meals (dinner, lunch, and breakfast). Observers coded the youths' mealtime verbalizations according to the type, content, and direction of the verbalizations and they recorded the length of the meals. The analysis of the verbalization data indicated that during family style meals the participants spoke substantially more often than during institutional style meals. Increases in peer‐directed conversation about the meals primarily accounted for the verbalization changes. Family style serving also resulted in the youths spending more time with their meals. In addition, social validation measures suggested that the family style procedures were preferred by the consumers (participants, staff, and concerned community members

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-295

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18‐member class of third‐grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performa

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-307

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY

摘要:

Six third‐grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 × 9 cm paper divided into 25 equal‐sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked “free”). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique for teachers to train sight word

ISSN:0021-8855    

DOI:10.1901/jaba.1981.14-317

出版商:Blackwell Publishing Ltd    

年代:1981

数据来源: WILEY