摘要:

Items considered valuable by the subject and originally his property were surrendered to the researcher and incorporated into a contractual system of prearranged contingencies. Each subject signed a legal contract that prescribed the manner in which he could earn back or permanently lose his valuables. Specifically, a portion of each subject's valuables were returned to him contingent upon both specified weight losses and losing weight at an agreed‐upon rate. Furthermore, each subject permanently lost a portion of his valuables contingent upon both specified weight gains and losing weight at a rate below the agreed‐upon rate. Single‐subject reversal designs were employed to determine the effectiveness of the treatment contingencies. This study demonstrated that items considered valuable by the subject and originally his property, could be used successfully to modify the subject's weight when these items were used procedurally both as reinforcing and as punishing consequences. In addition, a systematic analysis of the contingencies indicated that punishing or aversive consequences presumably were a necessary component of the treatment proc

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-99

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-110

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

The effects of three different timeout durations were investigated in a group of 20 retarded, institutionalized subjects. Each subject received 1, 15, and 30 min of timeout in a design that was counterbalanced in terms of the order in which timeout durations were presented. Displays of deviant behavior—such as aggression, tantrums, and self‐destruction—were followed by periods of isolation in a timeout room. A reversal design was employed such that return‐to‐baseline periods were instituted after each timeout period. The overall effect of timeout was to reduce significantly the rate of deviant behavior. On the average, 15 and 30 min produced a 35% decrease in deviant behavior with little difference between the effectiveness of 15 and 30 min. The range of effects in all timeout conditions varied widely. The sequence in which the 1‐min duration was presented effected the direction of its effect. When it preceded the use of longer durations, 1 min was most effective. As it came later in the sequence, its suppressive characteristics became le

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-111

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Seventy‐six students in a college‐level course in human development were divided into an experimental and a control group of approximately equal size. Both groups were given a pretest composed of fill‐in and multiple‐choice items. The control group was exposed to conventional educational practices while the experimental group was treated in a manner similar to that described by Johnston and Pennypacker (1971), performing only on fill‐in items. Post‐test results showed significantly greater changes in the experimental group, regardless of the type of test item, although the difference was greater in the case of the fill‐in items. The results are discussed in terms of their implications for both future research and tactics in the development of improved teaching

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-121

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

A target behavior program, structured within a token economy project, was implemented to modify the behavior of an institutionalized patient who exhibited excessive rates of crying and no smiling responses. To affect both responses concurrently, token costs were made contingent upon crying and token payments and/or social reinforcements were provided for smiling. The results indicated both the feasibility of eliminating “anxiety‐depression” within an institutional environment and the efficacy of the treatment procedures 14 months after disc

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-125

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Many profoundly retarded children continue to crawl even though they can walk. Crawling and walking were viewed as two alternative response modes, both reinforced by movement. Children choose the one mode that is easier and faster for them. A training program was designed to increase the ease and speed of walking relative to that of crawling, and consisted of restraint‐for‐crawling and priming‐of‐walking. With the program, four retarded children reduced crawling and began to walk instead. When training was discontinued, two children with moderate walking impairment continued to walk rather than crawl. Two children with severe impairment of walking, however, required the occasional use of the restraint procedure to maintain walking as the dominant mode of locomotion. The program was easily administered, required little time, and was effective for all four c

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-131

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-138

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Two mothers of deviant young children were instructed to count their episodes of attention to appropriate child behavior in their homes, using wrist counters. Attention and appropriate child behavior were defined before counting began. Independent observations of parent‐child interactions showed that, for each mother‐child pair, the percentage of maternal attention given following appropriate child behavior increased, as did the child's appropriate behavior. Removal of the counters did not produce a reversal of the behaviors; instead the increased level stabilized. One mother was then instructed to count her attention to inappropriate child behavior and to decrease it. This instruction had little effect on her attention, and her child's behavior did not change. When both parents were again instructed to count their episodes of attention to appropriate behavior, further improvements in both mothers, and in their children resulted. These results were obtained despite inaccurate parent self‐recording. Follow‐up observations made over the next five months showed these behavioral gains to be durable. A third parent and his child were unaffected by this training procedure. Thus, there are instances in which self‐recording may function as an effective and economical parent‐training technique for effecting improvements in chi

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-139

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Contingency management systems in university courses have sometimes assigned the role of reinforcing stimulus to lectures and demonstrations. Attending a lecture was made contingent upon having previously finished certain course assignments. The present paper investigated some variables that control student attendance at lectures. Attendance remained high throughout each course at those class meetings where quizzes contributing to course grades were given or where impending quizzes were discussed. Attendance at lectures over the reading assignments or over material unrelated to course quizzes rapidly declined. When students were given course credit for attending these lectures, or when the lectures included information for future quizzes, attendance increased. When attending these lectures was made contingent upon having completed certain assignments the prior week, no increase in assignment completion was noted and the attendance at the lectures decreased even further. All lectures were given during one class meeting each week. Attendance at the other class meetings during the week remained stable.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-151

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Teacher attention was systematically manipulated to modify digit‐reversal behavior in an elementary school child. Almost invariably, the child reversed the order of digits (e.g., writing 21 as the sum of 5 + 7) when adding numbers yielding a two‐digit sum. The child, along with classmates, was given 20 addition problems a day for the duration of the study, and the number of reversals was recorded. During an initial baseline period, the teacher responded to digit reversals by marking them as incorrect and then giving the child “extra help” until all sums were correctly ordered. The child's present and previous teacher had both responded to reversals in this manner for approximately one year before the present study began. An experimental period followed during which the rate of reversals decreased sharply. During this period, all sums were marked as correct (whether reversed or not); “extra help” with reversals was discontinued; and correct,i.e., non‐reversed, response forms were responded to with a smile, a pat on the back, and a brief comment. A reversal period followed, during which the teacher responded to reversals as she had in the first baseline period. An increase in the rate of reversals to baseline level occurred within three days. A final period, replicating the first experimental period followed, and was characterized by a sharp decrease in the rate

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-157

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY