摘要:

Social‐skills training was applied to two male chronic schizophrenics. Component behaviors of social skill requiring modification were identified for each patient by rating videotapes of role‐played interactions. Training involved instructions and feedback for one subject and instructions, feedback, and modelling for the second. Target behaviors were treated sequentially and cumulatively in a multiple‐baseline format. Training was applied for both positive and negative assertion and for situations involving males and females. The results were positive for all behaviors for both patients. Follow‐ups at 2, 4, 6, and 8 weeks after training indicated that most effects were maintained at near‐treatme

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-239

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

A common assumption in special education is that temporal limits for a task should be expanded so that ample time is provided for completing the work. This study describes the opposite strategy of restricting temporal limits to augment academic performance. Three educable retarded children received token reinforcement contingent on the number of correct math problems answered during daily sessions. A reversal design was used to assess the effects of an abrupt reduction in time limits (20‐5‐20 min) and a graduated sequence of reductions (20‐15‐10‐5‐20 min). The graduated sequence resulted in rate increases of correct responding ranging from 125% to 266% and these gains endured when temporal limits were again expanded. In contrast, the abrupt shift produced interfering emotional behaviors and rate decreases in academic performance of 25% to 80%. The findings indicate that systematically restricting temporal limits for an academic task can further enhance the performance of slow learners already maintained by a t

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-247

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Two experiments were conducted (1) to explore the application of token reinforcement procedures in a maximum security correctional institution for adult male felons and (2) to determine to what extent the reinforcement procedures disrupted the day‐to‐day lives of inmate participants. In Experiment 1, an expanded reversal design revealed that the combination of praise and token reinforcement was more effective than the combinations of praise and noncontingent token award or direct commands on four common institutional activities. The latter two combinations were not found to be any more effective than praise alone. Experiment 2, which also employed a reversal design, indicated that the high levels of performance observed during the token reinforcement phases of Experiment 1 could be attained without subjecting participants to undue hardship in the form of increased deprivation of either social intercourse or the opportunity to engage in recreational and entertainment activities. Client safeguards are discussed in det

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-253

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Failure to share household chores equitably may be a major cause of the high failure rate of experimental group‐living arrangements. A behavioral approach to worksharing based on a point system was implemented in one experimental group and its most important components experimentally evaluated. Experiment I showed that awarding credits produced more work than not awarding credits. Experiment II showed that making credits contingent on the outcome of a detailed inspection produced more work than awarding credits noncontingently. Experiment III demonstrated that awarding rent reductions contingent on credit earnings produced more work than awarding rent reductions noncontingently. Other evaluative data suggest that the resulting living arrangement is cheaper, more effective, and more satisfactory to the residents when compared to the most popular alternative living arrangement

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-277

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Three experiments analyzed the effectiveness of a textbook incorporating “concept programming” in producing concept formation in university students. The concept programming portion of each lesson requires students to determine which concept is illustrated by each of 20 short fictional stories about everyday behavioral situations. The stories are selected to illustrate and contrast the concepts of that lesson. Student responses are heavily prompted during the initial stories of each lesson. The first experiment demonstrated that students generalize to entirely novel examples from the examples in the textbook. The second experiment demonstrated that the concept programming portion of the textbook is a critical component in producing generalization. The third experiment demonstrated that the amount of concept formation produced by the concept programmed textbook is greater than that produced by a widely used standard textb

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-289

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

This study investigated the effects of arranging task events for interdependence, to increase the probability of social responding. During task interdependence, the subjects, participating in dyads and a four‐person group, obtained task materials (a puzzle piece) from their partner before completing their task (appropriately placing the puzzle piece). The verbal contingency required a verbal request to precede a subject's receiving a task material from his partner. The verbal contingency yoked with task interdependence made task completion contingent on the appropriate verbalization. The findings from two experiments suggested that task interdependence was sufficient to increase partner‐directed verbalizations for three of the four subjects. When the verbal contingency was added, all subjects increased their requests and other verbalizations to partner. Applied to a four‐person group, the verbal contingency yoked with varying levels of task interdependence correspondingly affected the pattern and level of group communications. The greater the task interdependence,i.e., the more members each subject depended on to complete his task, the more complex the social network of verbal contacts, and the higher the level of both requests and other verbalizations for the

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-301

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

The effects of prompts and reinforcement to promote paper recycling were compared in six university dormitories. For a Prompt condition, residents were urged to recycle paper for ecological reasons via flyers distributed to each room. For a Raffle contingency, residents were given one raffle ticket for every pound of paper brought to a collection center. For a Contest contingency, two dorms were paired and the dorm whose residents delivered the most paper won $ 15 for its treasury. Contingency awareness was strengthened via a flyer placed under the door of each resident's room. Flyers alone had little effect in increasing paper‐recycling behaviors, but the raffle (substantially) and the contest (somewhat) increased the amount of paper brought to a dorm's recycling center. Students whose rooms were closest to the collection center showed the greatest participation. Removal of the reinforcement contingencies resulted in a return to baseline level

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-315

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Reading comprehension, indicated by motor behavior and multiple‐choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were used to assess generalization. Probable maintaining events were assessed through their sequential removal in a reversal design. Results showed: (a) following acquisition, performance was maintained at a near‐100% level when candy, praise, attention, and training were removed, (b) absence of other persons was correlated with a marked decrease in performance, whereas their presence was associated with performance at near 100%, and (c) performance generalized to probes and across experimenters. Rewards, which may have been reinforcing during acquisition, did not appear necessary to maintain later performance. Instead, presence of others (a setting event) was demonstrated to have control over maintained performa

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-323

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Five small groups of preschool children were taught to share and praise by the modelling of these behaviors and reinforcement of their reports of sharing and praising. Experiment I demonstrated that modelling and reinforcement of any (true or untrue) reports of sharing, and then of praising, promptly increased reports of the corresponding behaviors. Modelling and reinforcement for true reports of each behavior increased both reporting and actual behavior. Experiment II showed that both reported and actual sharing and praising may be increased by modelling and reinforcement for true reports of the target behavior, without previous reinforcement for any (true or untrue) reports of those behaviors. Sharing, but not praising, generalized to a second setting. Experiment III replicated the results of Experiment II for sharing and praising, and demonstrated similar success in increasing a third behavior, specific praising. In general, these experiments show that developing correspondence between children's reports of behavior and actual behavior may be an efficient means of increasing prosocial responses.

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-335

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY

摘要:

Five parents of nonverbal children were trained in two home settings to modify antecedents and consequences to their children's vocalizations. Generalization effects of the parent training on both the parent's and children's behaviors under different stimulus conditions were investigated using multiple‐baseline designs. Increases in parent prompting and reinforcing their children's vocalizations generalized only minimally to a new setting in the home where parent training had not occurred. Child increases in vocalizations produced by the parents in the training settings did generalize to this new setting in the home. There was minimal generalization of child vocalizations to a free‐play setting at school. In a formal speech session conducted by a behavior specialist at school, only one child showed definite increases in acquisition rate as a function of the parents starting to train the sound at h

ISSN:0021-8855    

DOI:10.1901/jaba.1976.9-355

出版商:Blackwell Publishing Ltd    

年代:1976

数据来源: WILEY