摘要:

This study evaluates the differential effectiveness of six different anti‐litter procedures in two neighborhood theaters. The procedures used to encourage individuals in attendance to pick up litter and deposit it properly included: providing litterbags, providing litterbags with instructions to use them, providing extra trash cans, showing a special anti‐litter film before the feature film, and providing incentives for the appropriate deposit of litter. In both theaters, the incentive procedures resulted in the removal of over 90% of all litter by the children in attendance, a figure far above that achieved by the other procedures investiga

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-71

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The major dependent variable was the rate at which first and second‐grade students printed or wrote daily copying assignments. Data were also taken on the percentage of letters scored as errors according to a set of scoring criteria. Initially, these data were collected during a baseline condition in which each child returned to his seat as soon as his completed work had been scored, to wait for the rest of the class to finish their assignments. When the children were allowed to go to a playroom after their papers had been scored, there was a reliable increase in the mean printing or writing rates. Subsequent introductions of the baseline and playroom conditions replicated the relative effectiveness of access to the playroom to produce higher work rates. Finally, the total amount of time allowed for children to complete their assignments and then play was progressively reduced from 50 to 35 minutes. A progressive increase in work rates was correlated with these changes. Throughout the experiment, there was considerable variability in the mean number of letters scored as errors but there was a clear trend towards fewer error

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-77

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Incontinence is a major unsolved problem in the institutional care of the profoundly retarded. A reinforcement and social analysis of incontinence was used to develop a procedure that would rapidly toilet train retardates and motivate them to remain continent during the day in their ward setting. Nine profoundly retarded adults were given intensive training (median of four days per patient), the distinctive features of which were artificially increasing the frequency of urinations, positive reinforcement of correct toileting but a delay for “accidents”, use of new automatic apparatus for signalling elimination, shaping of independent toileting, cleanliness training, and staff reinforcement procedures. Incontinence was reduced immediately by about 90% and eventually decreased to near‐zero. These results indicate the present procedure is an effective, rapid, enduring, and administratively feasible solution to the problem of incontinence of the institutionalized ret

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-89

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A multiple baseline technique was employed to examine the experimental development of an imitative repertoire within preselected topographical boundaries. Four severely retarded children, initially nonimitative, were individually trained to imitate a number of motor and vocal responses by shaping and fading procedures. Other untrained responses (probes) were demonstrated to the subjects systematically throughout the ongoing training. Training responses were divided into three topographical types: small motor, large motor, and short vocal responses. Probe responses were divided into four topographical types: small motor, large motor, short vocal, and long vocal responses. Following a multiple baseline format, sequential training of the first three types was begun at different temporal periods of the study; unreinforced imitative generalization was continually measured by the probes. Generalized imitation was observed in each subject (untrained responses were imitated even though unreinforced); but this generalization was restricted to the topographical type of imitation currently receiving training or having previously received training.

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-101

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Head Start children were matched into two groups on the basis of rates of disruptive behavior during rest periods. Attempts were made to modify their behavior using either individual or group token reinforcement procedures. While the reinforcement procedures reduced inappropriate behavior somewhat, the addition of instructions to the reinforcement reduced the inappropriate behavior to near zero for both groups. Instructions alone, however, were ineffective in controlling behavior. Type of reinforcement (group or individual) did not produce differential effects. While experimental control over the target behavior was demonstrated, there was little carryover from the experimental room to the regular classroom. Even when treatment was introduced into the regular class, follow‐up results showed that with time the target behavior approximated pretreatment levels. The results suggest that (a) the combination of instructions and reinforcement is much more effective than either one of these alone, (b) behavior change is specific to the environmental contingencies, and (c) the group reinforcement technique, which is much more easily implemented, was at least as effective as individual reinforcement in the present stud

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-113

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The purpose of the present study was to determine whether classroom thumbsucking could be controlled by making social reinforcement contingent upon appropriate behaviors incompatible with thumbsucking. The classroom thumbsucking behavior of three 8‐yr‐old elementary school children was observed and recorded by two observers. Sixteen experimental lessons were divided into sets of baseline, reinforcement, reversal, and representation of reinforcement. The effect of the experimental treatment was determined by the changes in the total thumbsucking level for each subject during each lesson. Results indicated noticeable decreases in thumbsucking rate for all three subjects during lessons in which social reinforcement was made contingent upon appropriate behavior. Two of the three subjects showed sudden increases in thumbsucking time during lessons when social reinforcement for appropriate responses was withheld; the third subject showed continued low thumbsucking time during these less

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-121

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A generalized discrimination of /er/ and /est/ suffixes as labels for stimuli exemplifying comparative or superlative relationships was established in three institutionalized retardates through differential reinforcement. The subjects were first taught correct pointing in response to opposite adjectives (e.g., “big—small”) presented as labels for simple visual stimuli, and then taught each of the comparatives, or each of the superlatives possible for those opposites (e.g., “big—bigger” and “small—smaller”, or “big—biggest” and “small‐smallest”). As training proceeded, novel combinations of the training stimuli were presented as unreinforced probes to display any developing generalization of the training. As training of comparative discrimination proceeded, correct pointing response to comparative probes was high, but correct response to superlative probes was low. When training of superlative discriminations replaced training of comparatives, correct response to superlative probes increased, and correct response to com

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-129

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Disputing and talking‐out behaviors of individual pupils and entire classroom groups in special education classes and regular classes from white middle‐class areas and from all black poverty areas ranging from the first grade to junior high school were studied. The classroom teacher in each case acted as the experimenter and as an observer. Various means of recording behaviors were used and reliability of observation was checked by an outside observer, another teacher, a teacher‐aide, a student, or by using a tape recorder. Observation sessions varied from 15 min to an entire school day. After baseline rates were obtained, extinction of inappropriate disputing or talking‐out behaviors and reinforcement of appropriate behavior with teacher attention, praise and in some cases a desired classroom activity or a surprise at the end of the week brought a decrease in undesired verbalizations. A reversal of contingencies brought a return to high levels of inappropriate talking with a return to low levels when reinforcement for appropriate talking was reinstated. The experiments demonstrated that teachers in a variety of classroom settings could obtain reliable observational records and carry out experimental manipulations successfully using resources available in most

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-141

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Adaptation of a commercially available timer for use as a means of operating an audio tape recorder several times during the day is described. Data on a mother's rates of commanding her children were collected via both physically present observer and recorder methods in order to compare the usefulness of the recordings with direct observation. There was a high positive relationship between observer‐recorder command rates, with the observer rates being consistently higher, when data were collected via both methods simultaneously as well as at different points in tim

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-151

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A class of twelve third‐grade students in a rural school of two grades per teacher was observed to determine the frequency of student‐teacher contacts for each student. Requiring each child to go to a play area when he completed his work resulted in changing the distribution of these contacts so that the better students used fewer teacher contacts. In addition, the number of completed assignments of all students increased and data are presented which imply that the poorer students of the class received more of the teacher's available time than previously. The application of this procedure to special pupil populations would probably be very useful. A number of advantages and limitations of the procedure are descri

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-157

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY