Behavior modification and therapy perhaps are best distinguished from other therapeutic and educational approaches by their dependence on the experimental-empirical methods for solving human problems. Thus, in evaluating the efficacy of emerging therapeutic and educational techniques, a large variety of experimental strategies has been carried out by behavioral researchers. Included, of course, are both group-comparison designs (cf. Kazdin, 1980) and single-case experimental designs (Barlow & Hersen, 1984; Hersen & Barlow, 1976).

Single case experimental designs

Etude du role possible de mediateurs cognitifs de l'agression (capacite de resolution de problemes sociaux) chez des adolescents des deux sexes incarceres ou chez des lyceens presentant differents niveaux d'agressivite

Cognitive mediators of aggression in adolescent offenders: I. Assessment.

The purpose of this paper is to review the knowledge available from aggregated research (primarily through 2000) on the characteristics of social interactions and social relationships among young children with autism, with special attention to strategies and tactics that promote competence or improved performance in this area. In its commissioning letter for the initial version of this paper, the Committee on Educational Interventions for Children with Autism of the National Research Council requested “a critical, scholarly review of the empirical research on interventions to facilitate the social interactions of children with autism, considering adult–child interactions (where information is available) as well as child–child interactions, and including treatment of [one specific question]: What is the empirical evidence that social irregularities of children with autism are amenable to remediation?” To do this, the paper (a) reviews the extent and quality of empirical literature on social interaction for young children with autism; (b) reviews existing descriptive and experimental research that may inform us of relations between autism and characteristics that support social development, and efforts to promote improved social outcomes (including claims for effectiveness for several specific types of intervention); (c) highlights some possible directions for future research; and (d) summarizes recommendations for educational practices that can be drawn from this research.

Interventions to facilitate social interaction for young children with autism: review of available research and recommendations for educational intervention and future research.

Assessment of Personality and Psychopathology: Psychodiagnosis Case Formulation Behavioural Predication Treatment Planning Neuropsychological Assessment Methods and Recommendations for Making Judgements Clinical Judgement Computers and Judgement Improving Psychological Assessment.

Studying the Clinician: Judgment Research and Psychological Assessment

Social skills, social outcomes, self-talk, outcome expectancies, and self-evaluation of performance during social-evaluative tasks were examined with 27 clinically diagnosed social phobic children ages 7-14 and a matched nonclinical group. Results showed that, compared with their nonanxious peers, social phobic children demonstrated lower expected performance and a higher level of negative self-talk on social-evaluative tasks. In addition, social phobic children showed social skills deficits as assessed by self- and parent report, an assertiveness questionnaire, and direct behavioral observation. Furthermore, compared with the control group, social phobic children were rated by themselves and others as significantly less socially competent with peers and were found to be less likely to receive positive outcomes from peers during behavioral observation. Implications for the assessment and treatment of childhood social phobia are discussed.

Social skills, social outcomes, and cognitive features of childhood social phobia.

The effects of social-skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple-baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two-and four-week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.

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Social-skills training for unassertive children: a multiple-baseline analysis†

Four highly aggressive children who were inpatients in a psychiatric hospital were treated with social skills training. Treatment was applied to each child in multiple baseline fashion across behav...

Mitchell R. Bornstein

Papers

Social-skills training for unassertive children: a multiple-baseline analysis†

Social Skills Training for Highly Aggressive Children Treatment in an Inpatient Psychiatric Setting