摘要:

This study investigated the effects of interruption and differential reinforcement on seizures in children. Seizures were conceptualized as the terminal link in a behavioral chain, resulting in a strategy aimed at identifying and modifying behaviors that reliably preceded the seizure climax. Seizure frequency was reduced in four of five subjects, whereas the frequency of preseizure behavior was reduced in only three subjects. Parents and school personnel were successfully used as change agents.

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-1

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

The efficacy of several methods of aversive control of excessive alcoholic drinking was investigated in a semi‐naturalistic setting that permitted objective measurement of the drinking behavior of chronic alcoholics. Studies 1A and 1B compared an escape‐conditioning procedure with a control procedure in which aversive electrical shocks were administered before drinking. Neither procedure effectively decreased subjects' pretreatment, baseline alcoholic drinking behavior. In Study 2, aversive response‐contingent shocks effectively suppressed alcoholic drinking, but drinking subsequently returned to its former levels after withdrawal of punishment. Self‐administered shock appeared to be as effective as experimenter‐administered punishment for controlling drinking, even when the punishment contingency was faded out over time. Study 3 replicated the suppressant effect of punishment, and demonstrated that contingent shock was significantly more effective than yoked, noncontingent shock. A direct comparison of self‐versusexperimenter‐administered punishment suggested a possible slight advantage f

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-13

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Covariation within behavior repertoires of problem children were examined. Two boys, referred for psychological help, were observed both at school and at home for about 3 yr. A coded observation system permitted scoring of 19 child‐behavior categories and six social‐environment categories. After a two‐month baseline, behavior categories were intercorrelated, demonstrating that each child showed a group of behaviors that covaried. These groupings were specific to the home and school settings. Contingency management procedures were then applied to each child's problem behaviors inonesetting. Next, a reversal phase was instituted, followed by resumption of the initial contingency management phase. These three phases lasted seven months, until the end of the children's public school terms. Results showed that the baseline group of covarying behaviors continued to covary over the three experimental phases. The children then entered a remedial education setting for three summer months, and then returned to schools and were observed in follow‐up for 2 yr. The baseline group of behaviors continued to covary during both phases. The behavior covariations could not be accounted for on the basis of temporal relationships between the behaviors and social environment categories. Although no behavior covariations extended across either child's home and school settings, contingency management procedures produced across‐settin

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-27

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

The influence of instructions and feedback from an experimenter on observational recordings of disruptive behavior was evaluated. Four subject‐observers recorded four categories of disruptive behavior from videotapes of children in a classroom setting. Two sets of videotapes, labelled “baseline” and “treatment”, were matched for rates of disruptive behavior in each category. The observers were told that two target behaviors were expected to decrease and the other two control behaviors were not expected to change during the treatment condition. During observational recording of treatment videotapes, the observers were given positive feedback when they reported decreases in the two target behaviors, and negative feedback when they reported either no change or increases in the two control behaviors. The target behaviors were recorded less frequently by observers, while recordings of control behaviors were unaffected during the treatment phase. These results suggest that contingent feedback to observers should be avoided as a possible source of bias in behavioral r

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-43

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Punishment with aromatic ammonia was used to eliminate self‐injurious behavior of an autistic woman during experimental sessions. The effects were reversible but were limited to experimental sessions until staff used the ammonia on the ward at all time

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-53

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Even though administrators must have effective staff‐management procedures to ensure implementation of desired programs, many traditional staff‐management procedures remain unevaluated. This study investigated the effectiveness of three such procedures. The administrator of an institution for the retarded (1) sent a memo instructing all staff to lead daily recreational activities, (2) sponsored a workshop teaching staff to lead such activities, and (3) assigned staff activity leaders and provided performance feedback to staff by publicly posting the daily average number of active residents on each ward. Neither the memo nor the workshops motivated staff to lead activities, but after staff were scheduled to lead such activities and given performance feedback, the average daily number of residents engaged in activities on four wards for 95 retarded persons increased from seven to 32. The administration of this facility has adopted similar procedures to maintain such activities on all wa

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-59

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Little attention has been given to how formal classroom instruction can be adapted to teach youths everyday skills such as the correct writing of biographic information frequently requested in transactions like applying for a job or a social security number and cashing a check. In this study, six youths in a special education classroom were taught to complete job application forms with the date, their name, signature, address, telephone number, date of birth, and a reference's name, address, and occupation. Each youth was trained on one item of biographic information at a time, after which he was tested on four application forms, including one on which he had not been trained., The tests show that after an item had been taught, it was correctly used in completing application forms on which the youths had been trained and forms on which they had never been trained. The study demonstrates the feasibility of teaching community‐living, vocation‐related skills to special‐education youths in a classroom se

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-67

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

Differential reinforcement of other behavior (DRO) and noncontingent reinforcement were compared as control procedures during the modification of a 3‐yr‐old preschooler's compliance. The recorded reinforcer was teacher proximity (within 3 ft (0.9 m) of the subject for at least 5 sec) which was often accompanied by positive verbal comments that varied in content across experimental conditions. The verbal content during contingent reinforcement might have been: “Thank you for picking up the blocks”; during noncontingent reinforcement: “You're wearing a pretty dress”; and during DRO: “I don't blame you for not picking up because it isn't any fun”. Contingent reinforcement increased compliance in all manipulation conditions. Noncontingent reinforcement decreased compliance during two reversal conditions. However, the behavior was variable and did not decrease to the low levels reached during the tw

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-77

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

The present study explored the effects of different reinforcement conditions on the number of correct responses on the Raven Progressive Matrices. Four groups of 11‐ to 18‐year‐old multihandicapped deaf children matched on the basis of mean age and pretest scores were used. The groups were randomly assigned to any of four posttest conditions: end‐of‐session reinforcement, noncontingent reinforcement, delayed reinforcement, and immediate reinforcement. The mean posttest score of subjects tested under the immediate‐reinforcement condition was significantly higher than that of any other group. No significant differences were observed between the mean posttest scores of the three other groups. The practical implications of using reinforcement procedures for testing purposes ar

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-83

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY

摘要:

This study investigated the effects of candy reinforcement on I.Q. test scores in first and second graders of above‐average intelligence. Thirty‐six subjects were randomly assigned to one of three groups and either given candy contingent on correct responses, noncontingently, or not given candy. After measuring all subjects on Form L of the revised Stanford Binet, each subject in the contingent group was given an M&M immediately following each correct answer on Form M, while a yoked‐comparison subject received the same number of M&M's before responding to a question and therefore without regard to correctness of answers. It was expected that both types of candy administration would produce higher I.Q. change scores than the no‐candy control group, but there were no statistically significant differences among the three treatments. The differences between the first and second test scores were 4.17 (contingent), 4.67 (noncontingent), and 1.00 (no reinforcement). Reasons for this failure to replicate previous findings were di

ISSN:0021-8855    

DOI:10.1901/jaba.1975.8-90

出版商:Blackwell Publishing Ltd    

年代:1975

数据来源: WILEY