摘要:

Two studies were conducted to assess and train clinical interviewing skills. In Experiment 1, eight university practicum students (“therapists”) and either role played or volunteer “clients” were audiotaped during simulated interviews. Following the collection of baseline data on both therapist and client responses, training was provided by way of written materials, classroom instruction and practice, and quizzes. Results of a multiple baseline design across subjects showed improvements in therapists' interviewing skills and subsequent increases in client responding. Experiment 2 replicated and extended the research to a hospital outpatient clinic, in which therapists interviewed the parents of children with behavior problems. In addition, four months following the completion of Experiment 2, follow‐up data collected during a maintenance condition showed continued high levels of therapist and client behavior. Finally, a panel of expert peers indicated that each response category was judged highly relevant to the behavioral assessmen

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-191

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

A within‐subject comparison was made of the effects of methylphenidate (Ritalin) and response cost in reducing the off‐task behavior of two boys, 7 and 8 years of age, who had been diagnosed as having an attentional deficit disorder with hyperactivity. Several dosages of Ritalin (5 to 20 mg/day) were evaluated with the results indicating varying effects of the drug for both children. Response cost (with free‐time as the reinforcer) was superior to Ritalin in raising levels of on‐task behavior and in improving academic perf

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-205

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

This study evaluated the use of protective equipment in treating self‐injurious behavior (SIB) exhibited by three retarded persons. In Experiment 1, the equipment was first applied continuously during 20‐min sessions in individual multiple baseline designs across settings. Results showed substantial reductions in head hitting, eye gouging, and hand biting. Brief periods of time‐out with the protective equipment were later made contingent on SIB and combined with a differential reinforcement procedure. Reduced levels of SIB was maintained with all subjects. Additionally, the amount of time during which the equipment was applied decreased as the SIB diminished. Experiment 2 evaluated the use of contingent protective equipment (the final condition in Experiment 1) when applied directly in the subjects' living uints during the day. During Experiment 2, SIB remained at or below the levels found at the termination of Experiment 1. Finally, in an effort to assess the long‐term effectiveness of the procedure, responsibility for implementation was given to the staff who were typically assigned to provide therapy to the subjects. Follow‐up probe observations conducted up to 104 days after termination of the final experimental condition showed continued low levels of both SIB and equipment usage. Results of these experiments suggest that contingent protective equipment and differential reinforcement may be effective in reducing chronic se

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-217

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

This study investigated the influence of a response delay requirement on the discrimination performance of autistic children. In the context of a multiple baseline design with subsequent repeated reversals, two conditions were compared: a no‐response‐delay condition, where the child was allowed to make the target response immediately after presentation of the discriminative stimulus versus a response‐delay condition, where the target response was permitted three seconds following the discriminative stimulus when the therapist would signal the child to respond. The results showed that the response‐delay condition produced higher levels of correct responding than the no‐response‐delay condition. In addition, teachers in the research setting rated the response‐delay procedure to be a practical and effective teaching technique that could be implemented in a classroom setting. The results were discussed in relation to the literature on impulsivity, and were interpreted as indicating that the response‐delay procedure provides a valuable technique for teaching au

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-231

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

This study compared training in two language systems for three severely handicapped, nonvocal adolescents: the Bliss symbol system and an iconic picture system. Following baseline, training and review trials were implemented using an alternating treatments design. Daily probes were conducted to assess maintenance, stimulus generalization, and response generalization, and data were collected on spontaneous usage of either language system throughout the school day. Results showed that students required approximately four times as many trials to acquire Bliss symbols as iconic pictures, and that students maintained a higher percentage of iconic pictures. Stimulus generalization occurred in both language systems, while the number of correct responses during responses generalization probes was much greater for the iconic system. Finally, students almost always showed more iconic responses than Bliss responses in daily spontaneous usage. These results suggest that an iconic system might be more readily acquired, maintained, and generalized to daily situations. Implications of these findings for the newly verbal person were discussed.

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-241

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The generalized effects of self‐instructional training on the classroom performance of three “impulsive” preschool children were investigated using a multiple‐baseline design across subjects. Measures of child and teacher behavior in the classroom were obtained through direct observations during a daily independent work period. Self‐instructional training followed Meichenbaum and Goodman's (1971) approach, except that training materials consisted of naturalistic task worksheets rather than psychometric test items and training sessions were of shorter duration. For all three children, self‐instructional training resulted in increased levels of accuracy on worksheets in the classroom that were similar to those used in training. Results related to several supplementary measures were less clear; however, they suggested that rates of on‐task behavior may also have improved, and that a mild classroom intervention further strengthened on‐task rates and effected consistent work completion for all three children. The findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self‐instructional training sessions. The level of teacher attention was controlled to rule out its effect on changes

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-259

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The problem of child abuse has become prominent in the past decade; this has led to increased research on its treatment. This paper describes the behavioral treatment approaches that have been used to alleviate abusive parenting practices, and it also discusses current issues and future directions for research in this area.

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-273

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

This study investigated the generalization of spontaneous complex language behavior across a nontraining setting and the durability of generalization as a result of programming and “loose training” strategy. A within‐subject, across‐behaviors multiple‐baseline design was used to examine the performance of two moderately retarded students in the use of is/are across three syntactic structures (i.e., “wh” questions, “yes/no” reversal questions, and statements). The language training procedure used in this study represented a functional example of programming “loose training.” The procedure involved conducting concurrent language training within the context of an academic training task, and establishing a functional reduction in stimulus control by permitting the student to initiate a language response based on a wide array of naturally occurring stimulus events. Concurrent probes were conducted in the free play setting to assess the immediate generalization and the durability of the language behaviors. The results demonstrated that “loose training” was effective in establishing a specific set of language responses with the participants of this investigation. Further, both students demonstrated spontaneous use of the language behavior in the free play generalization setting and a trend was clearly evident for generalization to continue across time. Thus, the methods used appear to be successful for training the use of is/are in t

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-295

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The present study investigated a discrete‐trials, operant tracking and a descending‐series procedure for the determination of hearing levels with profoundly retarded individuals. These individuals were previously diagnosed as untestable. Following stimulus‐control training with errorless discrimination procedures, hearing levels for each individual were examined with both procedures. For P‐1 and P‐2, the operant tracking procedure was administered following a descending‐series procedure. Both were observed to “track” their own hearing levels. For P‐3, the operant tracking procedure was administered first, followed by the descending‐series procedure. Although P‐3 also “tracked” her own hearing level, more variable responding was observed. Nonetheless, the operant tracking procedure proved quite workable and may provide for improved hearing testing with “dif

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-303

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

This study investigated the suppressive effects of an oral hygiene punishment procedure on the ruminative behavior of profoundly retarded monozygous twins. Rumination, fingers in mouth/tongue out, appropriate behavior, and stereotyped behavior were measured before and during treatment with oral hygiene. Treatment was introduced for each meal in succession across the twins in a multiple‐baseline design. Results showed that the rate of rumination of both twins was dramatically reduced to very low levels and stereotyped behavior increased spontaneously with the introduction of oral hygiene. Maintenance data showed that response reduction was maintained over a six‐month period and, when compared to baseline levels, increased rates of socially appropriate behavior were evident in both child

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-309

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY