摘要:

A base rate of disruptive behavior was obtained for seven children in a second‐grade class of 21 children. Rules, Educational Structure, and Praising Appropriate Behavior while Ignoring Disruptive Behavior were introduced successively; none of these procedures consistently reduced disruptive behavior. However, a combination of Rules, Educational Structure, and Praise and Ignoring nearly eliminated disruptive behavior of one child. When the Token Reinforcement Program was introduced, the frequency of disruptive behavior declined in five of the six remaining children. Withdrawal of the Token Reinforcement Program increased disruptive behavior in these five children, and reinstatement of the Token Reinforcement Program reduced disruptive behavior in four of these five. Follow‐up data indicated that the teacher was able to transfer control from the token and back‐up reinforcers to the reinforcers existing within the educational setting, such as stars and occasional pieces of candy. Improvements in academic achievement during the year may have been related to the Token Program, and attendance records appeared to be enhanced during the Token phases. The Token Program was utilized only in the afternoon, and the data did not indicate any generalization of appropriate behavior from the afternoon to the mo

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-3

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The present experiment was designed to test the efficacy of symbolic modeling as a treatment to enhance social behavior in preschool isolates. Nursery school children who displayed marked social withdrawal were assigned to one of two conditions. One group observed a film depicting increasingly more active social interactions between children with positive consequences ensuing in each scene, while a narrative soundtrack emphasized the appropriate behavior of the models. A control group observed a film that contained no social interaction. Control children displayed no change in withdrawal behavior, whereas those who had the benefit of symbolic modeling increased their level of social interaction to that of non‐isolate nursery school childre

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-15

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

An attempt was made to increase the frequency with which chronic schizophrenic patients suggested feasible improvements in their treatment. A response priming procedure was devised that was comparable to a previously developed reinforcer exposure procedure. The patients were required to attend a structured meeting during which they were prompted to make suggestions. This priming procedure was compared with the more usual procedure of “welcoming” attendance and suggestions. It was found that more suggestions were made when attendance was required, rather than optional. This increase occurred during a group as well as a private meeting. An attempt was then made to analyze the probable reinforcer for the suggestions by experimentally varying the percentage of suggestions followed. Different staff members served as the discriminative stimuli within a multiple schedule. It was found that the number of suggestions was a direct function of the percentage followed. These results demonstrate the effectiveness of the priming procedure as an adjunct to reinforcement procedures for increasing desired behaviors of mental patients. Few suggestions were made when reinforcement or priming were used al

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-23

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Brief timeout for disruptive and aggressive behaviors and reinforcement for appropriate behaviors were used with two retarded patients in a state hospital ward setting. The procedures reduced loud vocal behavior in one patient and aggressive behavior in another to near‐zero levels when first applied. The behaviors returned to previous levels when the procedures were removed and were again greatly reduced when timeout and reinforcement were reapplied. The results were significant because the behavior problems were severe and long‐standing and the procedures were instituted without greatly disturbing normal ward rout

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-31

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-38

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

A major problem in outpatient treatment has been the extreme irregularity with which patients use medication prescribed for them. As a new approach to resolving this problem, a portable operant apparatus was developed based on response priming and escape reinforcement. The apparatus sounded a tone at the time that a pill was to be taken. When the user turned a knob to terminate the tone, the apparatus delivered the pill into the user's hand. The apparatus was evaluated with six normal adults using a medically inert pill. A greater proportion of the pills were taken by each subject when using the special apparatus as compared with the use of a portable alarm timer or the usual wristwatch. These results demonstrate a new approach for increasing the regularity of self‐administration of medicine

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-39

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Two experiments were conducted by the mothers of the children in a Head Start classroom. Both examined the effects of a switching task on the frequency with which children moved from one activity area of the classroom to another. The results indicated that the rate at which the children changed activities could be adjusted by varying the difficulty or magnitude of the switching task and that the task itself could be used to introduce academic subjects which would be poorly attended if initially presented in an activity area.

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-43

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

The purpose of this study was to assess the effects of the contingency manager (teacher or pupil) on a pupil's academic response rate. The results of two such experiments disclosed that higher academic rates occurred when the pupil arranged the contingency requirements than when the teacher specified them. A third study manipulated only reinforcement magnitude to ascertain whether amount of reinforcement had interacted with pupil‐specified contingencies to produce the increase in academic response rate. The latter findings revealed that the contingency manager, not reinforcement magnitude, accounted for this subject's gain in performanc

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-49

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Operant conditioning procedures were applied to two retardates to establishreceptiveauditory plurals: correct pointing to single or paired objects was reinforced after hearing singular or plural labels. This training proceeded until an errorless (generative) criterion of correct performance was achieved. Unreinforced probes measuringexpressiveuse of singulars and plurals were interspersed in this receptive training. Neither subject generalized from this receptive training to expressive plurals, in that each used singulars when labeling pairs. Then, both subjects were directly trained in conventional expressive plurals to an errorless (generative) criterion. The previous design was then repeated, but the receptive repertoire was reversed: pointing at pairs in response to singular labels was reinforced, andvice‐versa. Unreinforced probes of expressive plural usage again showed its independence of the current receptive repertoire in that conventional (unreversed) plural usage was displayed. Thus, the independence of the expressive repertoire (even when unreinforced) from the reinforced patterns of the receptive repertoire was demonstrate

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-55

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

A 16‐yr‐old retarded male, diagnosed organically blind and treated by those around him as a blind person, was given practice in discriminating visual stimuli. After training, he responded with significantly better than chance accuracy in a choice situation in which stimuli were as small as 18 pt Futura Medium type. In addition, he was trained to look at the experimenter's eyes when instructed to do so. Control procedures revealed that it was the reinforcement contingency that functioned to establish and maintain eye contact. Eye contact with the experimenter generalized in a limited way to situations in which this behavior was not reinforced, though not to a neutral individual. When the boy was required to use visual cues to help himself in a cafeteria line, he soon emitted the necessary behaviors, where formerly he had been assisted by others. Resumption of assistance markedly decreased self‐help, suggesting that continued use of any newly learned skills would depend on the response of the individuals in his environment. The boy also learned eating behavior that appeared to require the use of visual

ISSN:0021-8855    

DOI:10.1901/jaba.1969.2-65

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY