摘要:

Intermittent grading of papers and the combination of intermittent grading with contingent access to play were evaluated as methods for increasing the accuracy of kindergarten children's printing responses. For a group of target letters, intermittent grading alone failed to produce an increase in accuracy, but when grading was paired with access to play, accuracy increased for every child. These results were then replicated with another letter.

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-163

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Early elements in an operant chain of toilet behaviors were trained in three normal infants and five retarded children. Following that, eliminative behaviors were conditioned by operant procedures. Each child was equipped with an auditory signalling device that gave cues to the learner. Baseline behavior was recorded for a period of five days. The procedure for training consisted of two steps. First, a response was obtained through physical, verbal, and auditory prompts. Second, prompts were faded until the child responded in the presence of the auditory signal. When the device was removed the child performed without the auditory prompt. Parents were instructed in a similar procedure to enhance generalization in the home. Seven of the eight subjects reached a criterion and maintained that behavior during three criterion sessions.

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-173

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A 5‐yr‐old mentally retardedspina bifidachild was taught to walk with the aid of crutches. This behavior was developed through fading of physical prompting within a 10‐step successive approximation sequence. Preliminary training to establish gait consisted of developing use of parallel bars through fading of physically modelled responses within a six‐step successive approximation sequence. Use of parallel bars ceased during an extinction period and completely recovered upon being primed with one “free” reinforcement. Systematic use of natural reinforcers was employed as an aid in maintaining use

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-183

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The effects of self‐recording on classroom behavior of two junior high school students was investigated. In the first experiment, study behavior of an eighth‐grade girl in history class was recorded. Following baseline observations her counselor provided slips for the girl to record whether or not she studied in class. This resulted in an increase in study. When slips were withdrawn, study decreased and then increased once self‐recording was reinstated. After teacher praise for study was increased, self‐recording was discontinued without significant losses in study behavior. In the final phase, increased praise was also withdrawn and study remained at a high level. In the second experiment, the number of talk outs emitted by an eighth‐grade boy were recorded during math period. Following baseline, slips for recording talk outs were issued for the first half of the period, for the second half, and then for the entire period. Talk outs decreased when self‐recording was in effect and increased again when self‐recording was discontinued. When self‐recording was reinstituted in the final phase there was a slight, though not significant decrease in talking out when compared to the bas

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-191

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-200

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

An attempt was made to eliminate the self‐injurious behaviors of four institutionalized, profoundly retarded adolescents. Some of the behaviors studied were: face‐slapping, face‐banging, hair‐pulling, face‐scratching, and finger‐biting. Three remediative approaches to self‐injurious behavior were compared. Elimination of all social consequences of the self‐injurious behavior was not effective with the two subjects with whom it was attempted. The same two subjects were exposed to a procedure involving reinforcement of non‐self‐injurious behavior which was ineffective under no food deprivation and was effective with one of the two subjects under mild food deprivation. Electric‐shock punishment eliminated the self‐injurious behaviors of all four subjects with whom it was attempted. The results suggested that punishment was more effective than differential reinforcement of non‐self‐injurious behavior which, in turn, was more effective than extinction through elimination of social consequences. However, the effects of the punishment were usually specific to the setting in which it was administered. In order to eliminate the self‐injurious behaviors of severely retarded children, it is apparently necessary to carry out the treatment in many of th

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-201

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

A severely retarded resident was released from a timeout chair only occasionally for brief periods of time. Under the timeout contingency alone, the subject made a choke response within minutes of being released. Attention, such as hugs, smiles, and candy was then increased, first by providing it non‐contingently and continuously as long as there were no aggressive responses and then, by making it contingent upon incompatible responses. Under conditions of timeout plus increased attention, choking decreased abruptly. Grabbing responses, which increased when choking was reduced, were also reduced under conditions of timeout plus attention. Unrestrained time was gradually increased and all extra attention,i.e., more scheduled attention than provided other residents, was gradually withdrawn. When the resident was unrestrained all day and all extra attention was withdrawn, grabs and, to a lesser extent, chokes increased. Both were again reduced to a manageable level by scheduling several brief periods of attention each day. Hence, the program resulted in quick reductions that endured when the program was largely withdrawn. The changes in aggressive responding as a function of the presence and absence of extra attention suggest the importance of extra “positive reinforcement” in programs based upon positive reinforcement procedures and dealing with retarded residents for whom positive reinforcers may be s

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-215

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

Two retarded children were taught to name pictures according to a standardized procedure. In Exp. I, correct responses were positively reinforced on a five to one ratio under one stimulus condition, incorrect responses were followed with a sharp “no”, and the subject was ignored for inattentive behavior. Under another stimulus condition, correct responses were reinforced as in the first condition, but incorrect responses and 5‐sec periods of inattentive behavior were followed by “no” and an electric shock. Less inattentive behavior was exhibited and more words were learned to a pre‐set criterion in the shock condition than in the no‐shock condition. In Exp. II, the ratio of inappropriate responses to shock was varied. The amount of inattentive behavior tended to increase in the shock condition, relative to that in the no‐shock condition, as this ratio was increased. Two other measures of performance used in the present experiments were the ratio of errors to correct responses and the number of correct responses. Shock tended to produce better performance on thes

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-227

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The disruptive behavior of a 9‐yr‐old boy was eliminated by the illumination of a light on the subject's desk, which represented the loss of free time later in the day. Instructions alone failed to reduce the frequency of disruptive behavior. When the light was removed and disruptive behavior no longer resulted in a loss of free time, disruptive behavior returned to its previous le

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-235

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY

摘要:

The present study attempted to evaluate experimentally the relationship between two response classes, enuresis and oppositional behavior. One child who had a long history of bed‐wetting was observed in his home setting. Parents' reports and initial observations confirmed that the child was oppositional much of the time. When a timeout operation and differential attention were presented, removed, and presented again, the frequency of oppositional behavior decreased, increased, and decreased accordingly. Fluctuations in enuretic activity also correlated with the presence and absence of the timeout and differential attention operations. The suppression of oppositional behavior and enuretic activity persisted over an 18‐month treatment period. It was suggested that the parental operations performed on oppositional behavior may have led to an increase in the parents' social reward value. Cessation of enuretic activity was explained in terms of a shift in parental reinforcer effectiven

ISSN:0021-8855    

DOI:10.1901/jaba.1971.4-241

出版商:Blackwell Publishing Ltd    

年代:1971

数据来源: WILEY