摘要:

Juvenile crime is a serious problem for which no treatment approach has been found to be reliably effective. This outcome evaluation assessed during and posttreatment effectiveness of Teaching‐Family group home treatment programs for juvenile offenders. The evaluation included the original Achievement Place program, which was the prototype for the development of the Teaching‐Family treatment approach, 12 replications of Achievement Place, and 9 comparison group home programs. Primary dependent measures were retrieved from court and police files and included number of alleged offenses, percentage of youths involved in those alleged offenses, and percentage of youths institutionalized. Other dependent measures were subjective ratings of effectiveness obtained from the program consumers, including the group home residents. The results showed difference during treatment favoring the Teaching‐Family programs on rate of alleged criminal offenses, percentage of youths involved in those offenses, and consumer ratings of the programs. The consumer ratings provided by the youths and their school teachers were found to be inversely and significantly correlated with the reduction of criminal offenses during treatment. There were no significant differences during treatment on measures of noncriminal offenses (e.g., truancy, runaway, and curfew violations). In the posttreatment year, none of the differences between the groups was significant on any of the outcome measures. The results are discussed in terms of measurement and design issues in the evaluation of delinquency treatment programs and in relation to the evaluation of Teaching‐Family group homes by Richard Jones and his col

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-1

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The findings of the three experiments reported herein indicate that normal children can successfully teach social responses (i.e., delayed imitation, cooperative play, and verbalization of positive comments) to withdrawn mentally retarded peers. The effects of the intervention generalized across stimulus and response conditions, while the trained and generalized levels of responding were maintained after the end of the intervention. Moreover, the subjects developed social responding within their classrooms and play areas parallel to the intervention and continued to increase such responding after the interruption of the intervention. Direct edible reinforcement appeared to be necessary at least during the initial period of the intervention. Vicarious edible reinforcement seemed useful to prompt the appearance of responding. Vicarious social reinforcement was ineffective at the beginning of the intervention, but apparently acquired prompting power at a later stage of training. Generalization results indicated that the similarity between the response occasions used for training and those used for testing generalization played an important role. Yet, the extensiveness of training and the development of responding within the classrooms and play areas may also have had a relevant effect. The development of social responding within the classrooms and play areas appeared to be mainly the effect of new learning. This was perhaps due to vicarious and direct social reinforcement.

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-17

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Three learning disabled children, selected on the basis of peer sociometric ratings and teacher referral, received social skills training. A group training procedure consisting of coaching, modeling, behavior rehearsal, and feedback was used to teach children the target behaviors of eye contact and appropriate verbal responses. A multiple baseline analysis across target behaviors was used to demonstrate treatment effectiveness on role‐play scenes trained during treatment sessions. Duration of speech was measured as an untrained, corollary measure. The following measures were also obtained during baseline, posttreatment, and 1‐mo follow‐up for the experimental subjects and three control subjects: (a) performance on role‐play scenes not trained during treatment sessions; (b) behavioral observations in a free play setting, and (c) sociometric ratings. In addition, the trained and untrained role‐play scenes were administered by novel experimenters following treatment. The results indicated that socially unskilled, learning disabled children can be taught to respond appropriately to role‐play situations. However, improved performance did not generalize to the natural school setting and treatment did not effect ratings of peer acceptance. The implications of these findings for future social skills training with children ar

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-41

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The value of token reinforcement in the instatement and shaping of fluency was examined in an intensive treatment program for adult stutterers. Experiment 1 examined the effect of removing the tangible back‐up reinforcers for the token system and found that clients' performance in the program was equally good with or without these back‐up reinforcers, suggesting that a strict token economy may not be crucial to rapid progress through treatment. Experiment 2 compared contingent and noncontingent token reinforcement, while controlling for some variables that may have confounded the results of earlier research, and found no difference in clients' performance. Experiment 3 examined the effect of the entire removal of token reinforcement. Performance was found to be no worse under a “no tokens” system than under a system of tokens with back‐up reinforcers. It is argued that in a highly structured treatment program where many other reinforcers are operating, token reinforcement may be largely redundant. Clinical and theoretical implications of the findings are

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-55

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Although several studies have shown that social reprimands can function as punishers, no study reported to date has isolated any of the factors influencing reprimand efficacy. Three experiments were conducted to investigate several factors. Experiment 1 used an alternating treatments design and was conducted on two elementary school boys, one of whom was in a special education class. Results showed that verbal reprimands delivered with eye contact and firm grasp of the student's shoulders reduced disruptive behavior to a greater extent than did verbal reprimands delivered without eye contact and grasp. Both types of reprimand were more effective than a baseline condition during which disruptive behavior was ignored. Experiment 2 also used an alternating treatments design and was conducted on one elementary school boy. Results demonstrated that reprimands delivered from one meter away were considerably more effective than reprimands delivered from seven meters away. Experiment 3 used a reversal design and was conducted on two pairs of elementary school children, one a pair of boys and the other a pair of girls. Results demonstrated that reprimands delivered to just one member of the pair reduced the disruptive behavior of both members of the pair. Thus, the effects of reprimands “spilled” over to nonreprimanded stude

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-65

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

There is a common fear that the use of a token economy in one classroom might harm pupil performance in situations where the contingencies are not in effect. This study investigated potential contrast effects on measures of children's productivity and attitudes toward teachers. Six children with reading deficits participated. A multiple baseline design was used to assess the effects of a token economy which was systematically introduced across three teachers. Dependent measures included two rating forms of teacher popularity and work rate on a programmed reading series. The results indicated that the token system was effective in increasing the children's productivity and that no consistent behavioral contrast effects occurred. Furthermore, children's attitudes toward teachers did not appear to be influenced by the token economy until only one teacher was not delivering tokens. At this point, her popularity declined until she also delivered tokens. The token economy manipulation appeared to have a specific, desirable effect on the targeted behavior (i.e., work rate) and had minimal negative or positive “side effects” on teacher popular

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-85

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

An experiment was conducted to evaluate procedures to improve classroom discussions in seventh‐grade social studies classes. An increased number of students participated in discussions when rules were stated for discussions, students were praised for their contributions, the teacher restated or paraphrased students' contributions aloud or on the blackboard, the teacher planned an outline of discussion questions, student contributions to discussions were recorded and were used to determine part of the students' grades for the class, and discussion grades were publicly posted.The second part of the study focused on procedures designed to improve quality of classroom discussions. Students were taught to participate in discussions by providing reasons for their statements, comparisons between different points, or examples supporting their statements. As each type of contribution was taught, recorded, and counted toward part of the students' classroom grades, each type of contribution increased. Ratings of discussions by outside judges consisting of junior high school teachers, junior high school students, and persons experienced in conducting discussions, indicated that the training increased the overall quality of the discussions. Use of the quality training procedures, however, resulted in decreased levels of overall participation in discussion, a decrease that was reversed by the use of a group contingency for participation. Finally, the discussions after training seemed to be preferred by both the teacher and the student

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-97

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multihandicapped deaf children were taught to set objectives and measure pupil performance (measurement training). Later, through a training manual, they learned a general problem‐solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanations for generalized effects of teacher training were considere

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-111

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

Two experiments are reported concerning the effects of the differential use of verbal approval by problematic adolescents serving as tutors in a remedial reading program for an inner‐city school. The experiments, each with 3 tutors and 15 tutees, used a combined multiple baseline and ABCBC design. Data showed that tutors' approvals as well as tutors' and tutees' on‐task and reading responses were low and stable during baseline. Tutors were trained to use verbal approval for tutees' on‐task behavior. Tokens were presented and withdrawn to control the tutors' use of approval. During phases in which tutors' approvals were raised via token dispensation, tutor reading and on‐task scores increased in a nonexperimental setting. Tutee reading scores also increased as a function of tutor approvals. The second experiment replicated these findings and, in addition, (a) tested the validity of changes in reading responses via standardized tests, (b) isolated and compared the covariance between variables in all phases, and (c) provided data on tutee attention to tutors as a possible natural reinforcer for the short‐term maintenance found in both studies. Data are discussed as evidence that tutors had acquired the ability to recruit reinforcement from the classroom for appropriate

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-123

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY

摘要:

The effects of a combined token economy and reserved parking program were evaluated as a means of increasing car pooling among students on a university campus. Following a baseline period, students in two experimental parking lots were notified of the availability of reserved parking and coupons redeemable for 25 cents in merchandise for each occupant of automobiles containing two or more people. Two control lots also were monitored for a comparison of treatment effects. Results indicated variable increases in car pooling in the two experimental lots and no increase in the control lots. Removal of the 25‐cent coupons from one treatment lot (reserved parking only) did not adversely affect rates of car pooling. An analysis of individual automobile occupancy rates among car poolers indicated distinct patterns of car pooling and underscored the importance of individual subject data analysis in the present situation. A cost‐benefit analysis indicated that even moderately effective car pool programs can be cost‐effective on both a public and personal

ISSN:0021-8855    

DOI:10.1901/jaba.1982.15-141

出版商:Blackwell Publishing Ltd    

年代:1982

数据来源: WILEY