ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-i27

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Recent studies suggested a general behavioral engineering approach to behavioral disorders by portable operant treatment instruments. The approach was applied to the problem of poor posture, specifically rounding of the back or slouching. An apparatus was developed that provided a warning stimulus followed by an aversive tone for the duration of slouching. Slouching was thereby punished by onset of the tone, and non‐slouching was reinforced by tone termination and postponement. Twenty‐five adults wore the apparatus during their normal working day during alternate periods in which the aversive tone was connected and disconnected experimentally. A miniature time‐meter recorded the duration of slouching. The results showed that slouching decreased for each subject during each period in which slouching produced the aversive tone. For two subjects, a second control procedure was applied in which slouching terminated the tone. The result was an increase of slouching, demonstrating that the postural changes were controlled by the scheduled relation between the aversive tone and the response, and not by other factors such as simple response feedback. The substantial changes in posture indicate that the present procedure may prove to be an effective treatment alternative and suggests the general value of the behavioral engineering app

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-99

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

From observer records, a count was made for each child, in a group of disadvantaged children in an experimental preschool, of usage and acquisition of descriptive adjectives, with and without noun referents. Procedures were sought which would effectively modify the low rates of adjective‐noun combinations in the everyday language of all the children. Time in school, intermittent teacher praise, and social and intellectual stimulation were not effective in changing the low rates of using adjectives of size and shape. Group teaching effectively increased rates of using color‐ and number‐noun combinations in the group‐teaching situation, but was ineffective in changing rates of usage in the children's “spontaneous” vocabularies. By operating directly on the children's language in the free‐play situation, making access to preschool materials contingent upon use of a color‐noun combination, significant increases in such usage were effected in the spontaneous vocabularies of all the children. Preschool materials apparently functioned as powerful reinforcers. Though traditional teaching procedures were effective in generating adjective‐noun combinations in that restricted situation, it was only through application of environmental contingencies that color names as descriptive adjectives were effectively and durably established in all the children's spontan

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-109

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Two retarded boys exhibited abnormally low rates of smiling. In Exp. I, the frequency of a boy's smiling was first increased with candy reinforcement, but the frequency of the response did not decrease when candy reinforcement was terminated. When the subject wore a sign designed to make social interactions contingent on not‐smiling, the frequency of smiling decreased. The sign was then changed to make social interactions contingent on smiling and the rate of smiling increased. In Exp. II, a second boy initially never smiled. Establishment of a contingency for candy reinforcement did not increase this zero response rate. Instructing the child to smile initially increased smiling, but the instructions then became progressively more ineffective. Candy reinforcement increased the rate of smiling to a normal range, but the rate of the response promptly decreased when this reinforcement was discontinued. Continuous candy reinforcement was again employed to increase the response rate and then progressively leaner schedules of variable‐ratio candy reinforcement were employed. Consequently, the rate of smiling did not decrease when candy reinforcement was again eliminated. Subsequently, signs were employed to regulate social interactions and the rate of smiling was shown to be controlled by these interactions serving as reinforc

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-121

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-130

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

Two illustrations of single‐case research are described in which an isolated therapeutic variable was sequentially introduced, withdrawn, and reintroduced while changes in a clinically relevant behavior were measured. A claustrophobic patient and a knife‐phobic patient received graduated practice in facing their phobic stimuli; length of time the claustrophobic patient stayed in a small dark room per trial, and length of time the knife‐phobic patient kept knife exposed per trial were measured. In both experiments, when feedback of these time scores was withdrawn, ongoing progress was retarded. Reinstatement of feedback led to renewed improvement. In Experiment 2, adding and removing contingent verbal praise against a constant background of precise feedback did not significantly alter rate of pro

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-131

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

An attempt was made to vary systematically the behavior of two elementary school teachers to determine the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior. Behaviors of two children in one class and one child in the other class were recorded by observers, as were samples of the teachers' behavior. Following baseline recordings, Rules, Ignoring, and Approval conditions were introduced one at a time. In one class a reversal of conditions was carried out. The main conclusions were that: (a) Rules alone exerted little effect on classroom behavior, (b) Ignoring Inappropriate Behavior and showing Approval for Appropriate Behavior (in combination) were very effective in achieving better classroom behavior, and (c) showing Approval for Appropriate Behaviors is probably the key to effective classroom management.

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-139

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

A model presented English words to three preschool children and reinforced accurate imitation of these words. The model also presented novel Russian words but the subjects' imitation of these words was never reinforced. As long as the subjects' imitation of English words was reinforced, their accuracy of imitating non‐reinforced Russian words increased. When reinforcement was not contingent upon imitation of English words, accuracy of imitating both the English and the Russian words decreased. These results support and extend previous work on imitatio

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-151

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-159

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY

摘要:

In a monitoring situation eye movements were required in order for signals to be presented. Detection of signals was the reinforcement. A multiple schedule of fixed‐interval reinforcement, differential reinforcement of low rate, and fixed‐ratio reinforcement was established for eye movements. Results demonstrated that an eye movement can act as an operant controlled by its consequences. Operant control of eye movements has important implications for human factor analysts concerned with “atten

ISSN:0021-8855    

DOI:10.1901/jaba.1968.1-161

出版商:Blackwell Publishing Ltd    

年代:1968

数据来源: WILEY