摘要:

We tested the hypothesis that the “self‐stimulatory” behaviors exhibited by some individuals may be socially mediated. Four developmentally disabled children who exhibited hand flapping and body rocking participated in a series of three experiments conducted to assess the influence of social variables on stereotyped behavior and to develop a treatment based on the assessment. Experiment 1 used an assessment procedure to determine the relative influences of social attention and task demands on stereotyped behavior. For all four children, hand flapping and body rocking increased when difficult academic tasks were introduced. Experiment 2 involved the use of a procedural time‐out and demonstrated that removing task demands contingent on stereotyped behavior resulted in increased rates of hand flapping and body rocking. In Experiment 3, these results were used to develop a communication treatment that consisted of teaching the children to request assistance on the difficult tasks. This treatment resulted in significant reductions in self‐stimulatory behavior. These results are consistent with the hypothesis that some forms of repetitive stereotyped behavior may come to serve social functions (e.g., escape from aversive situations). Teaching a functionally equivalent communicative alternative to escape‐motivated stereotyped behavior can be an effective form of intervention for t

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-119

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

A program using behavioral practice, assertiveness training, and social and contrived reinforcers was developed to establish and maintain automobile safety belt use by young children. Sixteen children (ages 4.8 to 7 years) who never used their safety belts during a 5‐day preexperimental observation period were randomly assigned to two groups of eight each. A multiple baseline design across groups was used to evaluate the effectiveness of the training program. During the 8‐day baseline period for Group 1, no children used their safety belts when unobtrusively observed while being driven from school. During the 26‐day intervention period, the children were buckled up on 96% of the observations. Follow‐up probes conducted 2–3 months after program discontinuance found safety belt use to range from 86% to 100%. For Group 2, the 14‐day baseline safety belt use averaged 6% and increased to a mean of 81% during the 20‐day training and maintenance program. Follow‐up probes 2–3 months later found safety belt use to occur during 75% to 96% of the observations. Parent questionnaires indicated the generalizability and social validi

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-133

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Experimental evaluations of behavioral staff management procedures usually have been limited to relatively small‐scale demonstration studies. We evaluated a large‐scale, long‐term application of a staff management program designed to improve the functional utility of educational services for severely handicapped persons. The intervention, involving a brief in‐service program followed by supervisory prompts and feedback, was implemented by three principals in four schools involving 21 classrooms. Implementation of the management procedures was consistently accompanied by increases in student involvement in functional educational tasks in each classroom. Further, the improved services continued throughout a 2‐year follow‐up period. Staff responses to a questionnaire indicated a high degree of staff acceptance of the management program. Results are discussed in terms of expanding the use of behavioral supervisory procedures from experimental demonstrations to actual adoption by existing human servi

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-139

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We conducted a large‐scale field replication study of classwide peer tutoring applied to spelling instruction (Greenwood, Delquadri,&Hall, 1984). Two hundred and eleven inner‐city students in four schools participated during their first‐ and second‐grade school years. The effects of classwide peer tutoring were compared to teacher instructional procedures and pretest probes using a group replication design (Barlow, Hayes,&Nelson, 1984). Analysis of group and individual results indicated that (a) both teacher instructional procedures and classwide peer tutoring were effective in increasing spelling performance above pretest levels, (b) peer tutoring produced statistically greater gains relative to the teachers' procedures for both low and high student groups formed on pretest levels, (c) these outcomes were representative of groups, classes, individuals, and years during the project, and (d) participant satisfaction with the program was generally high. A separate analysis of the social importance of treatment outcome revealed differential findings for low and high groups related to pretest levels. Implications of these findings are di

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-151

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

This article addresses the contingency‐space analysis (Matthews, Shimoff,&Catania, 1987) of the verbal regulation of behavior. From an applied perspective, the conceptualization of the relationship between saying and doing Matthews et al. present may be more complex than is necessary. The central issue in correspondence investigations is a simple one: does correspondence between what people say and what they do occur? The focus of this paper is on the applied and clinical importance of the relationship between verbalizations and relevant behavior and the implications for future researc

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-161

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

One adult and three adolescent mothers with 1‐year‐old infants were taught to reduce their infants' potential for injury in the home. After being taught to increase their positive interactions with their infants, the mothers were taught to child‐proof the home, to use playpen time‐out for potentially dangerous behaviors, and to give positive attention for safe behaviors. A multiple baseline design across subjects was used to evaluate functional control. Potentially dangerous behaviors, observed during 10 min of free play, decreased from variable and, at times, high rates during baseline to stable near‐zero rates after treatment. These target behaviors remained low at a 7‐month follow‐

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-165

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

In experimental designs requiring the administration of more than one treatment to the same subject(s), the effect of one treatment may be influenced by the effect of another treatment (Campbell&Stanley, 1963), a phenomenon known as multiple treatment interference. We conducted two studies in which multiple treatment interference in an alternating treatments design was shown to be a function of the length of the intercomponent interval (ICI) separating treatment conditions. In the first study, we evaluated the effects of four different treatments on the mouthing of a severely retarded boy. Under a 1‐min ICI no consistent differential responding to treatment was obtained. Differential responding emerged when the ICI was increased from 1 min to 120 min, thus suggesting multiple treatment interference in the lack of differential responding under a 1‐min changeover interval. Functional control of the nondifferential and differential responding as a function of the ICI length was replicated in a reversal phase. In the second study, we compared two treatment procedures for the disruptive noncompliant behavior of a moderately retarded boy. Multiple treatment interference (i.e., the lack of differential responding) occurred with the 1‐min intercomponent interval. An increase to a 120‐min ICI again resulted in differential responding. A replication of multiple treatment interference by a reversal to a short interval phase was not achieved in the second subject. Results of this study support much of the basic literature on discrimination and multiple treatment interference. Major findings of this study are twofold: Multiple treatment interference can depend on the length of the changeover interval between treatments and multiple treatment interference can take the form of a lack of differential responding to various treatments. Implications for future research are di

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-171

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We investigated the effects of an intermittent reinforcement procedure on maintenance of verbal/nonverbal correspondence with nutritious snack choices in a day‐care setting. Nutritious snack choices were first established using correspondence training procedures in a multiple baseline across three children. Withdrawal of the procedures with one subject led to loss of appropriate responding, suggesting the need for a maintenance strategy. The intermittent reinforcement procedure was implemented in a multiple baseline across subjects. Nutritious snack choices were observed consistently during the intermittent reinforcement condition and the subsequent extinction conditio

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-179

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4‐step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencie

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-185

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

The patient scheduling system in a pediatric outpatient clinic was changed from time‐based to problem‐based in an A‐B‐A‐B reversal design. During baseline, time‐based scheduling was in effect with patients being scheduled in 15‐min periods regardless of presenting problem. During intervention, a receptionist matched client problems with time slots so that a more extensive treatment was allocated more time. Problem‐based scheduling resulted in a substantial decrease in mean number of minutes spent in clinic across all presenting problems. Waiting time increased to baseline levels when problem‐based scheduling was removed and decreased again on reintroduction of the program. A follow‐up check conducted 1 month after the end of the second intervention phase revealed that the effects were maintained. The problem‐based schedule also resulted in an increase in the proportion of extra time that medical staff had available and produced a posit

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-193

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY