摘要:

AbstractThree nominally nonaversive response‐deceleration treatment packages, “gentle teaching,” differential reinforcement of incompatible behavior plus interruption, and graduated guidance, were administered to two profoundly retarded men who exhibited topographically similar self‐injurious head‐hitting maintained under contrasting contingencies identified by functional analysis. Following No Demand and Instructional Demand baseline sessions, the three intervention packages were balanced across 18, 30‐minute analog training sessions and three trainers in each subject's prevocational setting, using a simple panel‐pressing task as the training objective. There were significant differences between the three packages in rates of target response suppression, effects on collateral behaviors, acquisition of panel pressing, and immediate post‐treatment carry‐over, both within and between subjects. It is concluded that both functional analysis and within‐subject treatment comparison may assist in identification of the least restrictive alternative in applied service settings, and that topographic similarity of self‐injury between subjects may not necessarily indicate selection of simil

ISSN:1072-0847    

DOI:10.1002/bin.2360040202

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractEmployee performance has been shown to be improved by reinforcement procedures that are determined by the supervisor. The present study used behavioral contracting between an employee and her supervisor to structure their discussion in arriving at mutually acceptable performance standards and reinforcers. A multiple baseline design across responses was used with an employee who conducted training sessions with persons who are mentally retarded in a large institution. The results showed an improvement of the specific employee behaviors for which behavioral contracting was arranged for the duration of the contracted reinforcement. Behavioral contracting may be useful as a structured method of achieving employee‐supervisor agreements in employee motivation program

ISSN:1072-0847    

DOI:10.1002/bin.2360040203

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractStereotyped motor behavior, resistant to treatment by nonaversive means, can be effectively reduced by sensory extinction. Sensory extinction is a procedure which can identify the powerful sensory reinforcers maintaining stereotyped behavior. In this single‐subject, multiple‐baseline experiment, the elimination of auditory feedback to a workshop trainee who was blind and profoundly retarded, extinguished stereotyped object‐dropping. Contingent auditory stimulation delivered for a fixed ratio of correct object placements increased correct responding. Results were discussed in terms of the utility of selecting reinforcers on the basis of empirical manipulations, such as sensory extinction, and in terms of self‐control versus contingency functions of sensory reinfo

ISSN:1072-0847    

DOI:10.1002/bin.2360040204

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractEducationally significant behaviors of students, teachers, and supervisors were directly assessed daily for a fiscal year in a residential school in which the results of behavior analysis research are applied to all levels of schooling. The variables assessed included those found to be concomitantly related to effective schooling as determined by the educational research literature, and functionally related to effective teaching as determined by the literature of behavior analysis. Weekly summaries of the following variables were analyzed for each of two daily shifts of teachers and supervisors: (a) number of trials presented and correct number of trials, (b) number of instructional sessions conducted, (c) number of learning objectives achieved, (d) percentage correct in each of three curricular areas, (e) weekly teacher observation scores, and (f) the total and rate per hour of supervisors' task accomplishments. There were strong positive correlations between: (a) instructional sessions and learning objectives, (b) teachers use of behavioral techniques in weekly observations by supervisors and students' achievement, (c) number of supervisor tasks completed and number of instructional sessions conducted by teachers, (d) number of teacher observations by supervisors and teachers' performance during observations, and (e) number of student objectives attained and number of tasks completed by supervisors. The assessment is the most comprehensive and sustained analysis of the daily behaviors of schooling. The relationships found between students and teacher behaviors replicate the effects of numerous experiments but do so in a total school setting. The relationships found between supervisor and student behavior have not been demonstrated in prior research. There is a need for similar school wide assessments in other types of schools to determine the generality of the relationships obtained in the present article.

ISSN:1072-0847    

DOI:10.1002/bin.2360040205

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe literature reports a number of reasons why abuse of people with mental retardation occurs. These causes of abusive behavior can be divided into three categories: organizational variables, staff characteristics, and client characteristics. The author examines each of the variables and presents recommendations for reducing their contributions to abusive behavior.

ISSN:1072-0847    

DOI:10.1002/bin.2360040206

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:1072-0847    

DOI:10.1002/bin.2360040208

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:1072-0847    

DOI:10.1002/bin.2360040201

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY