摘要:

A token economy that used trading stamps as tokens was instituted at two dangerous open‐pit mines. Employees earned stamps for working without lost‐time injuries, for being in work groups in which all other workers had no lost‐time injuries, for not being involved in equipment‐damaging accidents, for making adopted safety suggestions, and for unusual behavior which prevented an injury or accident. They lost stamp awards if they or other workers in their group were injured, caused equipment damage, or failed to report accidents or injuries. The stamps could be exchanged for a selection of thousands of items at redemption stores. Implementation of the token economy was followed by large reductions in the number of days lost from work because of injuries, the number of lost‐time injuries, and the costs of accidents and injuries. The reductions in costs far exceeded the costs of operating the token economy. All improvements were maintained over seve

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-215

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

The effects of caffeine on the behavior of young children is an important issue, as children in our society consume considerable amounts of caffeine, primarily in soft drinks. This study investigated the effects of normative amounts of caffeine on the behavior of 6 normal children in a kindergarten setting. Using a reversal design, counterbalanced for order of conditions, children's behavior was examined during a baseline condition, a caffeinated beverage condition, and a noncaffeinated beverage condition. Measures included direct observation of off‐task and gross motor activity, actometer readings of movement, a Continuous Performance Test, a Paired Associates Learning Test, and teacher ratings of classroom behavior. Results suggest that caffeine exerts only small and inconsistent effects on the classroom behavior of kindergarten children. These results cast doubt on the importance of caffeine as a variable controlling the classroom behavior of normal kindergartner

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-225

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

This study investigated the impact of training 9 first‐ and second‐grade children to use a full self‐instructional regimen, and then differentially reinforced the use of self‐instruction only, accuracy only, or both self‐instruction and accuracy. Three comparison children received no training in self‐instruction and were reinforced for accuracy only. Children improved dramatically in academic accuracy subsequent to self‐instructional training, independent of the use of self‐instruction and of the specific behavior consequated. Children who were reinforced for using self‐instruction did use self‐instruction, and those who were not, did not. Comparison group children showed little improvement until training in problem‐solving strategies was given after 9 days of reinforcement for accuracy. Self‐instructional training is discussed as one type of event that increases the likelihood of accurate performance. Its effectiveness may be explained in terms of a teaching strategy rather than in terms of modify

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-235

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

One of the characteristics of autistic children is severe social avoidance behavior. We assessed whether the type of activity (child‐preferred vs. activities that were arbitrarily determined by an adult) engaged in during an interaction was correlated with the amount of social avoidance behaviors these children exhibit. Results revealed a negative correlation between appropriate child‐preferred activities and social avoidance behavior. Additional analyses revealed that (a) social avoidance behaviors could be manipulated within a reversal design, and would predictably decrease when the children were prompted to initiate appropriate child‐preferred activities; and (b) these procedures could be used to teach children to initiate child‐preferred activities in community settings, resulting in reductions in social avoidance responses even after the therapist's prompts were completely removed. These data suggest that the manipulation of task variables may influence the severe social unresponsiveness that is characteristic of autistic c

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-243

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

A perceptual reinforcement theory of stereotyped movements is advanced by Lovaas, Newsom, and Hickman (1987) in an effort to integrate a number of diverse observations about the origins and maintenance of this behavior. We, in turn, argue that the theory, as presented, is logically flawed and fails to take into account important biological findings and theory concerning pathological stereotyped acts. An alternative theory, derived primarily from neurological concepts, is briefly described.

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-253

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Certain misrepresentations of our theory of self‐stimulatory behavior by Lewis, Baumeister, and Mailman (1987) are corrected and several questions raised by the commentators are answered. Their proposed neurobiological alternative is considered briefly and judged to be insufficiently detailed, inadequate in scope, and therefore prematur

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-259

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Previous work suggests that an all‐positive approach to child management can be effective. The present investigation extends these findings by examining the efficacy of an enhanced all‐positive management system in the absence of a history of negative consequences. The on‐task behavior and academic performance of 8 first‐ through third‐grade children with academic and/or behavioral problems were observed in the classroom. Results indicated that, in the absence of a history of negative consequences, enhanced positive consequences were not sufficient to maintain on‐task rates or academic accuracy at acceptable levels. The addition of negative consequences resulted in an immediate increase in on‐task behavior and academic accuracy; a primarily positive approach appeared to be successful in maintaining these gains following the gradual (as opposed to abrupt) removal of the negative

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-265

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

In recent years, the assessment of generalization effects has become a major priority of applied behavior analysis. In this paper we propose a set of procedures to increase the accuracy of generalization assessments by accounting for the degree ofnatural covariationbetween treated and untreated behaviors. Scatterplot analyses were used (a) to assess the amount of baseline and postbaseline covariation betweeen behaviors, (b) to determine if the observed generalization effect was due to a preexisting covariation between the behaviors, and (c) to assess if there is a significant change in the strength of the relationship between the behaviors as a function of the intervention. Six hypothetical sets of data are used to demonstrate how these procedures provide more accurate and detailed generalization assessment.

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-273

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We assessed the efficacy of several procedures for reducing the rate of eating responses during mealtime by three institutionalized mentally retarded clients. A time‐based (15 s) response interruption procedure was implemented which resulted in little change in eating responses for 2 of 3 subjects. A spaced‐responding DRL 15‐s procedure resulted in decreases in eating responses to target levels only after a prompting procedure was added. Procedures were evaluated using a multiple baseline across subjects design with assessment of generalization to nontreated meals. A change in eating behavior during breakfast occurred only after direct training in the breakfast setting. Maintenance data were collected at 1‐ and 5‐month follow

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-279

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We examined the effects of a peer‐mediated versus an antecedent prompt condition on the rate of independent movement and appropriate behavior of handicapped preschool children during three classroom transition times. Using an alternating treatments design, results showed that each treatment condition yielded increases in target behaviors; however, the antecedent prompt condition was superior during all three transition settings. In addition, teacher prompts to these children were significantly reduced during the intervention conditions, indicating that the children were making these transitions more independentl

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-285

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY