摘要:

No method is in general usage and of demonstrated effectiveness in eliminating the self‐stimulatory behaviors of retardates and autistics. An Overcorrection rationale was used to develop such a method. The Overcorrection procedures consisted of a period of practice in the correct mode of the behavior contingent upon self‐stimulatory behavior. The procedures were applied in a behavioral day‐care program to three retarded children and one autistic child who exhibited object‐mouthing, hand‐mouthing, head‐weaving and hand‐clapping. For some behaviors, comparisons were made between the Overcorrection procedure and several alternative procedures, such as physical punishment by a slap, reinforcement for nonself‐stimulatory behavior, a distasteful solution painted on the hand of a hand‐mouther, and free reinforcement. The Overcorrection procedures eliminated the self‐stimulatory behaviors of all four children in tutorial sessions and during the entire school day and were more effective than the alternative procedures in eliminating self‐stimulation. The Overcorrection procedures appear to be rapid, enduring, and effective methods of eliminating self

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-1

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

In two independent parent training projects (Kansas and Mississippi), mothers of deviant young children were observed to follow almost all child behaviors with attention. The mothers were then trained to use differential attention procedures to increase their child's appropriate behaviors and to decrease deviant behaviors. Contrary to expectations, the differential attention procedure produced substantial increases in deviant behavior for four of the children. This adverse effect was maintained over many sessions and was replicated in single organism, reversal designs. A fifth child showed no change. A sixth child showed some improvement. However, this effect was not recovered in a second application of differential attention, and the child became worse. The results underline the importance of subject generality in applied behavior analysis and strongly suggest that service programs using operant techniques must carefully evaluate their effects on behavior.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-15

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

One of the goals of many treatment programs for pre‐delinquent youths is the development of the skills involved in the democratic decision‐making process. At Achievement Place, one aspect of the treatment program is a semi‐self‐government system whereby the seven pre‐delinquent youths can democratically establish many of their own rules of behavior, monitor their peers' behavior to detect violations of their rules, and conduct a “trial” to determine a rule violator's guilt or innocence, and to determine the consequences for a youth who violates a rule. Two experiments were carried out to determine the role of some of the procedures in the boys' participation in the self‐government system. Experiment I showed that more boys participated in the discussion of consequences for a rule violation when they had complete responsibility for setting the consequence during the trials than when the teaching‐parents set the consequence for each rule violation before the trial. An analysis of the rule violations in this experiment indicated that the boys in Achievement Place reported more of the rule violations that resulted in trials than reported by the teaching‐parents or school personnel. The boys reported rule violations that occurred in the community and school as well as at Achievement Place, including most of the serious rule violations that came to the attention of the teaching‐parents. In Experiment II, the results indicated that more trials were called when the teaching‐parents were responsible for calling trials on rule violations reported by the peers than when the boys were responsible for calling trials. When the youths earned points for calling trials the average number of trials per day increased, but more trivial rule violations were reported. These results suggest that aspects of the democratic decision‐making process in a small group of pre‐delinquents can be studied and variables that affect participation can

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-31

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Peer and teacher interactions with five “disruptive” children were studied in an elementary school classroom. The intent of the study was to analyze experimentally peer reinforcement control of the disruptive children's problem behaviors. Social attention provided by all peers was found to be directed exclusively to the problem behaviors during baseline. Following baseline, several manipulations of selected peer social attention demonstrated the reinforcement function of this stimulus cl

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-49

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Four schizophrenic patients with paranoid and grandiose delusions who had been hospitalized for an average of 17 yr were exposed to social reinforcement contingencies in a multiple baseline design. During the baseline period, each patient was interviewed for four 10‐min sessions each day. The elapsed time from onset of conversation to onset of delusional talk was recorded. At the end of each day, the patients engaged in a 30‐min informal chat with a nurse‐therapist while relaxing with coffee, snacks, and cigarettes. The intervention introduced two contingencies: (1) The 10‐min interviews were terminated as soon as the patient began talking delusionally; (2) The patients earned time for their evening chat by talking rationally during their daytime interviews. Increases of from 200 to 600% in the amount of rational talk exhibited during the interviews occurred as the contingencies were introduced for each patient sequentially over time. These increases were maintained in three patients when the amount of reinforcement was halved, but declined when the patients were confronted directly with their delusional ideas. A modest amount of generalization occurred from the day‐time interviews to the evening chats but did not extend to the behavior of the patients on

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-57

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

An operant conditioning approach was successful in getting a chronic psychotic patient to give factual answers to direct questions that had previously elicited only delusional responses. Multiple baseline and reversal controls established that the changes were due to the experimental procedure. The subject was a female patient classified as paranoid schizophrenic who had persisted in giving bizarre responses to direct questions regarding her identity, age, and personal history during 26 yr of hospitalization. She was discharged after factual answers to these questions had been obtained, but operant conditioning trials were continued in the community to promote generalization. Two follow‐up interviews were conducted 36 and 52 days after discharge to evaluate generalization. No generalization was found in the first interview, but the second gave evidence of some generalizatio

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-65

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The effect of social reinforcement delivered to target subjects on the attentive behavior of adjacent peers was examined in a classroom setting. In a combined reversal and multiple baseline design, two pairs of mentally retarded children were sequentially exposed to three reinforcement phases. After baseline rates of attentive behavior were obtained, praise was delivered to the target subject in each subject pair for attentive behavior. After a reversal phase, praise was delivered contingently to target subjects for inattentive behavior. In a final phase, contingent praise for attentive behavior was reinstated for the target subjects. Throughout the study, nontarget subjects received no direct reinforcers. The results indicated a vicarious reinforcement effect Reinforcing attentive behavior of target subjects increased this behavior in adjacent peers. However, reinforcinginattentivebehavior of target subjects also increased theattentivebehavior of adjacent peers. The effects obtained through vicarious reinforcement were considered to reflect the discriminative stimulus properties of reinforcement, which may serve as a cue for the performance of nonreinforced peers.

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-71

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

The present research experimentally evaluated a “naturalistic” treatment program for an autistic child administered by the parents over a 2‐yr period. Operant reinforcement techniques previously developed and tested in laboratory settings were initially assessed in a clinic and eventually in the family's home. Experimental manipulations were performed in both settings on rituals, crying and whining, compliance, non‐verbal imitation, and verbal imitation. The results clearly indicated that parents can effectively treat autistic behaviors provided that they receive adequate training and supervision in operant reinforcement therapy, and provided that sufficiently potent reinforcers are available to maintain b

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-79

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

Systematic use of experimenter's instructions, feedback, and feedback plus social praise was used to increase teacher praise for student attending behavior of three elementary school teachers. Experimenter's verbal interactions with teachers, teacher's verbal praise for student behaviors, and pupil attending behavior were recorded during baseline conditions. As the three successive experimental conditions were introduced first with Teacher A, then with Teacher B, in a multiple baseline design, behaviors of the experimenter, the two teachers, and eight students were measured and recorded. In the cases of Teachers A and B, experimental condition one (Instructions) and experimental condition two (Feedback) produced inconclusive results. Experimental condition three (Feedback Plus Social Praise) produced more teacher praise for student attending behavior. The entire “Package” of Experimenter's Instructions, Feedback, and Feedback Plus Social Praise was introduced to Teacher C in a single experimental condition. As in the cases of Teachers A and B, behaviors measured were: (1) the experimenter's verbal interactions, (2) the teacher's praise of students, and (3) the student's attending behavior. Introduction of the “Package” also produced more teacher praise for student attending b

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-89

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY

摘要:

A classroom teacher modified the behavior of a 10‐yr‐old student who had a high rate of obscene vocalizations accompanied by facial twitches. In the first phase, the subject was instructed to repeat rapidly the most frequent obscene word in four daily 15‐min sessions. This procedure reduced the frequency of obscene vocalizations, but not to an acceptable level. Subsequently, the teacher was able effectively to control the target behavior using a timeout proc

ISSN:0021-8855    

DOI:10.1901/jaba.1973.6-101

出版商:Blackwell Publishing Ltd    

年代:1973

数据来源: WILEY