摘要:

A behavioral package was used to shape and maintain the adherence of 5 subjects with vascular headache to a program of aerobic exercise training. Repeated measures of exercise behavior were examined through the use of a bidirectional changing criterion design. Repeated measures of headache activity were also collected. Results demonstrated a functional relationship between the behavioral package and exercise adherence, because all 5 subjects showed exercise behavior that matched bidirectional changing exercise criteria. The results also indicated clinically significant collateral reductions in vascular headache activity in 4 subjects. Subjects whose aerobic fitness levels were not masked by vasoactive medication also showed measurable increases in aerobic fitness. The results are discussed in terms of the methodology used to demonstrate a functional relationship between the adherence package and exercise behavior and the possible mechanism(s) by which aerobic exercise activity might affect vascular headache activity.

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-9

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Coordination of professional services on behalf of children often hinges on the involvement of informed parents. The purposes of this study were to identify and experimentally and socially validate skills required of parents for effective communication with professionals. Target skills were identified on the basis of judges' social validation ratings of (a) sample interactions between parents and professionals and (b) the behaviors comprising a resultant task analysis. Eight parents were then trained in these skills via an instructional package. Results of a multiple baseline design across subjects and grouped skill domains showed that each parent acquired the targeted skills during simulated conferences and that correct responding usually generalized to actual conferences. Independent judges validated training outcomes, and participating parents indicated satisfaction with the curriculum.

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-21

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We evaluated a systematic means of determining stimulus preferences among seven profoundly handicapped persons. Preferences were determined by observing student approach responses to individual stimuli. Results indicated that there were differential stimulus preferences across the multiply handicapped participants. However, results of the systematic assessment did not coincide with the results of a more traditional, caregiver‐opinion method of assessing student preferences. A second experiment was then conducted with five participants to evaluate whether stimuli that were assessed to consistently represent preferences would function as reinforcers in skill training programs. Results indicated that stimuli that were systematically assessed to represent student preferences typically functioned as reinforcers when applied contingently. However, preferred stimuli as reflected by caregiver opinion did not function as reinforcers unless those stimuli were also preferred on the systematic assessment. Results are discussed in terms of assisting profoundly handicapped persons by (a) improving the effectiveness of training programs by increasing the likelihood of using stimuli that have reinforcing value and (b) increasing the overall quality of life by providing preferred stimuli in the routine living environmen

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-31

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We examined the functional role of verbalizations in the generalization of self‐instructional training with preschoolers. Children learned to overtly self‐instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self‐instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self‐instructions in the classroom itself. The production of self‐verbalizations in the generalization setting was related to changes in correct responding, on‐task behavior, and efficiency in completing ac

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-45

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Three autistic students were trained to request a specific object from an adult “supplier” with the sentence, “Give me —” and to deliver that object to another adult, the “director.” Subsequently, the degree to which the object offered by the supplier controlled the “Give me —” verbal response was assessed by delivering to the student an object other than the one requested. Despite knowing the names of all objects used in the experiment, students accepted and delivered to the director any object offered by the supplier regardless of its match with the requested object. After training to say “That's not it. Give me —” when nonrequested objects were offered, students responded differentially to requested and nonrequested objects, suggesting control of the “Give me —” response by the requested object, a characteristic of a mand. These results generalized across settings and objects. Results are discussed in terms of the training technique to establish manding and the functional analysis o

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-57

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Customer service for bank tellers was defined in terms of 11 verbal behavior categories. An audio‐recording system was used to track the occurrence of behaviors in these categories for six retail banking tellers. Three behavior management interventions (task clarification, performance feedback, and social praise), applied in sequence, were designed to improve overall teller performance with regard to the behavioral categories targeted. Clarification was accomplished by providing clear delineation of the various target categories, with specific examples of the behaviors in each. Feedback entailed presentation of ongoing verbal and visual information regarding teller performance. Praise consisted of verbal recognition of teller performance by branch managers. Results showed that clarification effects emerged quickly, producing an overall increase in desired behaviors of 12% over baseline. Feedback and praise effects occurred more gradually, resulting in overall increases of 6% and 7%, respectively. A suspension of all procedures led to a decline in overall performance, whereas reinstatement of feedback and praise was again accompanied by performance improvement. These findings extend the generality of behavior management applications and help to distinguish between possible antecedent and consequent effects of performance feedbac

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-65

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We compared several procedures designed to modify consumer food purchases with the objectives of reducing fat and increasing carbohydrate content, and reducing dollar expenditures on food. Participants were 126 volunteer community households which, after a 7‐week baseline period, were randomly assigned to video‐modeling, video‐modeling‐feedback, video‐lecture, video‐lecture feedback, participant‐modeling, video‐modeling‐discussion, and control conditions. The main dependent measure was a weekly record of food purchases, convertible to percentages of nutrients and dollar expenditures. Results indicated that modeling‐feedback and participant‐modeling procedures were most effective (e.g., 6% reduction of total fat consumption, 19% dollar savings). Strategies to refine and automate modeling and feedback in supermarkets that may benefit consumers, corporations, and gov

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-73

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We evaluated the efficacy of a commercially available program, the Red Flag, Green Flag Prevention Book, used by parents to teach their children personal safety skills. Children's knowledge and skills regarding the prevention of sexual abuse and abduction were assessed prior to, during, and after training. In one group, training consisted of parents using the prevention book to train their children. Parents of children in the second group used the prevention book with added instructions. Children who did not achieve criterion performance after training with the prevention book received behavioral skills training provided by the experimenter. All children acquired safety skills following behavioral skills training. Follow‐up probes 2 months later showed skill maintenance among the older children. Parents reported satisfaction with the procedures and no signs of behavioral or emotional problems following the follow‐up pr

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-81

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We compared the effects of varied punishers (presentation of one of three available punishers) with the single presentation of one of the punishers on the occurrence of inappropriate behaviors with three developmentally delayed children. Two children were presented with varied‐punisher conditions in which either overcorrection, time‐out, or a verbal “no” was presented contingent upon inappropiate behavior. A loud noise was substituted for overcorrection for a third child. Results of the multielement with reversal design indicated that both punishment formats produced a decrease in the target behaviors with the varied‐punisher format slightly more effective than the single presentations of the punishers. The results suggest the use of varied punishers as a means of enhancing the effects of less intrusive procedures to effectively reduce inappropriate

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-89

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer‐directed instruction, in which both participants were equally deficient in the target skills, with teacher‐directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher‐directed and peer‐directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer‐directed procedure involved considerably less staff time than did the teacher‐directe

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-97

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY