Showing papers in "Behavior Modification in 1992"
TL;DR: The development of a self-report measure of feminine gender role stress (FGRS) provides useful information for devising treatment strategies to improve women's health through promotion of adaptive coping.
Abstract: The cognitive appraisal of threats and challenges to stereotypical feminine gender role coping behavior was defined as feminine gender role stress (FGRS). This article describes the development of ...
157Â citations
TL;DR: In this paper, a selected review of the knowledge base on social competence in children is provided, and a case is made that a social competence construct score approach to assess social competence is needed, theoretical and empirical advances in the social competence knowledge base and in microcomputer video assessment technology make such an approach feasible, and direct assessment of children's knowledge and perceptions of key social situations, tasks, and skills can now be accomplished with far greater precision and validity than heretofore.
Abstract: This article provides a selected review of the knowledge base on social competence in children. Using the existing literature on social competence as a point of departure, a case is made that (a) a social competence construct score approach to assessing social competence is needed, (b) theoretical and empirical advances in the social competence knowledge base and in microcomputer video assessment technology make such an approach feasible, and (c) direct assessment of children's knowledge and perceptions of key social situations, tasks, and skills can now be accomplished with far greater precision and validity than heretofore. These developments now make it possible to profile and aggregate children's social competence across four important domain areas commonly sampled in assessing social competence (i.e., sociometric procedures, direct observations in natural settings, parent and teacher ratings, and direct assessments of children's knowledge and perceptions of social stimuli). Social competence construc...
131Â citations
TL;DR: Overall, PBT has been well validated as a model for bringing about therapeutic improvement in children and parents under certain conditions.
Abstract: This article examines the parent behavioral training (PBT) paradigm as an important development in child treatment that emerged some two decades ago. Several points of evaluation in the paradigm are identified, and the recent literature has been reviewed to determine how well the paradigm has been empirically validated. Overall, PBT has been well validated as a model for bringing about therapeutic improvement in children and parents under certain conditions. The conditions are identified, as are needed areas of research.
124Â citations
TL;DR: Results validated the existence of two groups of children who differed as to their social orientation: one group of children commonly initiated social interactions and was most likely to exhibit problem behaviors under conditions of low adult attention, and the other group ofChildren rarely initiated social interaction and exhibited frequent problem behaviorsunder conditions of high adult attention.
Abstract: Studies concerning the functional analysis of severe problem behaviors have suggested that it is important to identify the different categories of stimuli that control problem behavior because each has unique treatment implications. The present study explored the differential effects of adult attention on the severe problem behaviors of two groups of children with developmental disabilities. A third group of nonproblem children was examined for comparison purposes. Children participated in three experimental conditions in which the level of adult attention was manipulated: noncontingent high attention, noncontingent low attention, and contingent attention. Results validated the existence of two groups of children who differed as to their social orientation: (a) One group of children commonly initiated social interactions and was most likely to exhibit problem behaviors under conditions of low adult attention, and (b) the other group of children rarely initiated social interactions and exhibited frequent problem behaviors under conditions of high adult attention. Implications of these data for escape and attention theories of child problem behavior are discussed, as are the applied implications for reinforcer assessment and teaching strategies.
85Â citations
TL;DR: Investigating the efficacy of response-cost contingencies alone and in combination with directed-rehearsal procedures for managing the classroom behavior and academic productivity of two boys with ADHD found marked improvements in each student's task-related attention and a reduction in other ADHD symptoms.
Abstract: Contingency management procedures have been successfully applied in a variety of school settings to treat children with Attention-Deficit Hyperactivity Disorder (ADHD). The present study investigated the efficacy of response-cost contingencies alone and in combination with directed-rehearsal procedures for managing the classroom behavior and academic productivity of two boys with ADHD. A within-subject reversal design with multiple-baseline components across academic work periods (i.e., reading and language) was employed to evaluate each child's behavior and academic performance. Response-cost contingencies led to marked improvements in each student's task-related attention and a reduction in other ADHD symptoms. Response-cost effects on academic productivity and differential effects associated with directed-rehearsal contingencies were equivocal. In addition to promoting greater attention to independent seat-work, response-cost procedures have the potential to affect other important areas of classroom fu...
78Â citations
TL;DR: Results suggest that for some children with ADHD, a simple behavioral intervention implemented in its most intense form can achieve results comparable to those achieved with medication.
Abstract: Multimodal interventions involving pharmacotherapy and behavior therapy are increasingly viewed as the treatment of choice for Attention-Deficit Hyperactivity Disorder (ADHD). Virtually all investigations of combined treatments have involved powerful behaviortherapy packages including token economies. Such interventions are costly and labor intensive and not accessible to most youngsters with the disorder. This study examined the effects of a relatively simple behavioral intervention alone and in combination with stimulant medication. Subjects were three boys, ages 10 and 11, attending a summer day treatment program. Rates of off-task behavior in the classroom were examined in relation to all six possible conbinations of two doses of methylphenidate plus placebo and two "intensities" of teacher reprimands, immediate and delayed. Results suggest that for some children with ADHD, a simple behavioral intervention implemented in its most intense form can achieve results comparable to those achieved with medic...
77Â citations
TL;DR: Identification of barriers to behavior therapy is a necessary first step in clinical services research that seeks to increase utilization of behavioral strategies.
Abstract: Behavior therapy has been found to be significantly effective in the treatment of psychiatric inpatients. Despite these findings, the frequency and quality of behavioral interventions in most hospital settings have been lacking. Several barriers have been thought to be impediments to the implementation of behavioral strategies in these settings, including administrative constraints, therapist biases, and limits of behavioral interventions themselves. To define these impediments more precisely, staff at Camarillo State Hospital were surveyed regarding their perceptions of barriers. A factor analysis of reported barriers uncovered five underlying factors: institutional constraints, insufficient collegial support, philosophical opposition, client dissatisfaction, and collateral interference. Further analyses found relationships between these factors and perceived job stress, characteristics of the treatment setting, and knowledge of behavior therapy. Identification of barriers to behavior therapy is a necessary first step in clinical services research that seeks to increase utilization of behavioral strategies.
64Â citations
TL;DR: The importance of considering individual differences is emphasized throughout this article as response to treatment among Attention-Deficit Hyperactivity Disorder children is quite variable.
Abstract: Within the context of two case studies, the effects of two doses of methylphenidate (MPH) and behavioral interventions of varying potency are examined independently and jointly. Whereas studies of ...
64Â citations
TL;DR: The effects of problem behavior displayed by two groups of children with developmental disabilities was investigated and indicated that child behavior affected adult behavior and that different child behavior profiles affected adults differentially.
Abstract: The effects of problem behavior displayed by two groups of children with developmental disabilities was investigated. One group of children exhibited problem behavior under conditions of low adult attention and was referred to as the attention-seeking or AS behavior profile group. A second group of children exhibited problem behavior under conditions of high adult attention and was referred to as the socially avoidant or SA behavior profile group. A third group of nonproblem children (NP) was examined for comparison purposes. Pairs of children were placed in a teaching situation, and the effects of child problem behavior upon adult instructional behavior were measured. Results indicated that child behavior affected adult behavior and that different child behavior profiles affected adults differentially. Adults responded to the problem behaviors of the AS behavior profile group by increasing attention, providing higher levels of physical contact, and presenting academic tasks that required continuous adult-child interaction. Conversely, the same adults responded to the problem behaviors of the SA behavior profile group by reducing attention, providing lower levels of physical contact, and presenting academic tasks that required little adult-child interaction. The data indicated that these child effects were powerful, immediate, and durable. Theoretical implications concerning reciprocal social influence and the operant theory of child problem behavior are discussed. Applied implications concerning treatment selection and maintenance are also explored.
55Â citations
TL;DR: Results showed that, as a group, individuals with mental retardation were not as proficient as their mental-age-matched nonhandicapped control subjects at recognizing facial expressions of emotion.
Abstract: Children and adults with mental retardation were tested on their ability to recognize facial expressions of emotion. The sample consisted of 80 children and adults with mental retardation and a control group of 80 nonhandicapped children matched on mental age and gender. Ekman and Friesen's normed photographs of the six basic emotions (anger, disgust, fear, happiness, sadness, and surprise) were used in a recognition task of facial expressions. Subjects were individually read two-sentence stories identifying a specific emotion, presented with a randomized array of the six photographs of the basic facial expressions of emotion, and then asked to select the photograph that depicted the emotion identified in the story. This procedure was repeated with 24 different stories, with each of the six basic emotions being represented four times. Results showed that, as a group, individuals with mental retardation were not as proficient as their mental-age-matched nonhandicapped control subjects at recognizing facial expressions of emotion. Although adults with mild mental retardation were more proficient at this task than those with moderate mental retardation, this finding was not true for children. There was a modest difference between the children with moderate mental retardation and their nonhandicapped matched controls in their ability to recognize facial expression of disgust.
54Â citations
TL;DR: It is argued against unsubstantiated claims for the efficacy of cognitive-behavioral interventions but contend that, when combined with pharnacologic and behavioral approaches, self-management procedures deserve consideration for the difficult social and behavioral problems of ADHD children.
Abstract: The lack of sufficiency of the primary treatment modalities for children with Attention-Deficit Hyperactivity Disorder (ADHD)-operant behaviormodification procedures and psychostimulant medications-have prompted exploration of cognitive-behavioral self-management treatments as altematives or adjuncts Although self-instructional treatments are not adequate interventions for such children, reinforcement-and rehearsal-based behavioral interventions can be combined with self-management approaches to supplement and extend the gains induced by behavioral procedures After presenting background material regarding cognitive-behavioral treatments for ADHD, we present case material related to multimodality treatment, with focus on training in anger management and self-evaluation skills We argue against unsubstantiated claims for the efficacy of cognitive-behavioral interventions but contend that, when combined with pharnacologic and behavioral approaches, self-management procedures deserve consideration for the d
TL;DR: All psychological interventions were rated more acceptable than pharmacological treatment; among the psychological interventions, the social skills intervention was the least preferred; and acceptability of treatments varied as a function of subject race.
Abstract: Using a case description methodology, this study examined the effects of behavior problem severity, intervention type, and subject race on mothers' acceptability ratings of five interventions used to treat childhood depression. Results indicated that (a) all psychological (behavioral or cognitive-behavioral) interventions were rated more acceptable than pharmacological treatment; (b) among the psychological interventions, the social skills intervention was the least preferred; (c) acceptability of treatments varied as a function of subject race; and (d) severity of depressive symptoms failed to influence acceptability ratings significantly. Psychometric support was found for a revised measure of acceptability (Abbreviated Acceptability Rating Profile; AARP) developed in the context of the present study. Implications of the findings for consultation are discussed.
TL;DR: This is the first study to show that individuals with mental retardation can be taught skills that enhance their ability to recognize facial expressions of emotion.
Abstract: The ability to recognize accurately and respond appropriately to facial expressions of emotion is essential for interpersonal interaction. Individuals with mental retardation typically are deficient in these skills. The ability of 7 adults, 1 with severe and 6 with moderate mental retardation, to recognize facial expressions of emotion correctly was assessed. Then, they were taught this skill using a combination of a discrimination training procedure for differentiating facial movements, directed rehearsal, and Eknman and Friesen's "flashing photograph" technique. Their average increase in accuracy over baseline was at least 30% during the course of the training and over 50% during the last 5 days of the training phase. Further, these individuals were able to generalize their skills from posed photographs to videotaped role plays and were able to maintain their enhanced skiUs during the 8 to 9 months following the termination of training. This is the first study to show that individuals with mental retard...
TL;DR: This study presents a general description of the applicability of verbal-nonverbal correspondence-training procedures in the management of five cases with Attention-Deficit Hyperactive Disorder (ADHD).
Abstract: This study presents a general description of the applicability of verbal-nonverbal correspondence-training procedures in the management of five cases with Attention-Deficit Hyperactive Disorder (AD...
TL;DR: A critical analysis of social behavior research with students who have emotional or behavioral disorders (EBD) focuses on issues of generalized responding and a technology of generalization promotion.
Abstract: This article presents a critical analysis of social behavior research with students who have emotional or behavioral disorders (EBD). In particular, it focuses on issues of generalized responding and a technology of generalization promotion. From a review of selected studies the conclusion is drawn that (a) researchers too rarely examine generalization in social behavior research, (b) studies that provide analysis of generalization rely on the least analytic approaches, and (c) generalization is seldom presented as a dependent variable of central interest in social behavior research with EBD students. Guidelines for further research in the area of generalization promotion are offered.
TL;DR: The purpose of this study was to examine the differential topographies and functions of social behaviors directed by normaly developing preschoolers to their playmates with autism.
Abstract: The purpose of this study was to examine the differential topographies and functions of social behaviors directed by normaly developing preschoolers to their playmates with autism. Social interaction data from intervention phases of a study by Kohler, Strain, Hoyson, DeCesare, Donina, and Rapp were analyzed in three different ways. First, thefrequency of four behaviors commonly included in social interaction training or assessment procedures (i.e., play organizer suggestions, share offers or requests, assistance offers or requests, and general statements) was examined. Second, the effects of each peer behavior on the immediate response of 3 children with autism were examined. Finally, the impact of each behavior that led to a positive response on the duration of subsequent target child-peer social interactions was examined. The four social behaviors had differential topographical and functional properties. Shares and play organizers occurred most frequently and generated the highest proportion of positive...
TL;DR: Analysis of data from 33 clinic-referred conduct disordered children and their mothers showed the two traps to be distinctly different processes, and inconsistency appeared to represent a more complex process than did compliance.
Abstract: Maladaptive parenting with conduct disordered children appears to involve two social interaction traps called compliance and inconsistency. A mother's participation in these traps is thought to be influenced by her child, by the quality of the mother's life, and by her perceptions of child behavior. This study was an attempt to assess these influences and to examine their correlations with maternal trap participation. To do so, 33 clinic-referred conduct disordered children and their mothers were evaluated through direct observation, maternal self-reports, and maternal observations of home videotapes depicting mother and child. The data were then analyzed as correlational paths among trap measures and measures of the suspected influences. Results showed the two traps to be distinctly different processes, and inconsistency appeared to represent a more complex process than did compliance. Discussion of the findings centered on problems in maternal care of conduct disordered children and prospects for clinical interventions with these mother-child dyads.
TL;DR: For example, this article found that the least acceptable punishments were more acceptable when administered at home than at school, and this was especially true for girls, while there were no differences in acceptability attributable to gender of the case.
Abstract: In this study 201 randomly selected adult residents of Christchurch, New Zealand, were presented with one of four case descriptions, depicting either a boy or a girl having the behavior problem of serious noncompliance occurring either at school or at home. They then read descriptions of each of five alternative punishment techniques: time-out, response cost, overcorrection, social reprimands, and physical punishment (in counterbalanced order) and completed the Treatment Evaluation Inventory following each of the descriptions. The rankings of the procedures from most to least acceptable were response cost, social reprimands, time-out, overcorrection, and physical punishment. The least acceptable punishments were more acceptable when administered at home than at school, and this was especially true for girls. Otherwise, there were no differences in acceptability attributable to gender of the case. Differences between respondents in gender, age, education level, and family status were not associated with si...
TL;DR: This article evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task and found that the two reinforce contingencies were effective in improving the performance of students.
Abstract: This investigation evaluated the differential effectiveness of two reinforcement contingencies for improving cooperation among students when solving a mathematics estimation task. The two reinforce...
TL;DR: The nonparametric smoother is presented as a possibly appropriate and useful technique for the examination of data from a single-subject research paradigm.
Abstract: A number of descriptive and inferential statistical procedures have been presented previously for examining data from a single-subject design. The statistical analysis of data from a single-subject design, however, remains somewhat controversial. As a complement to the visual inspection of the observed data, the nonparametric smoother is presented as a possibly appropriate and useful technique for the examination of data from a single-subject research paradigm. T'wo working examples are presented.
TL;DR: Modest improvements in social skills and negative symptoms were achieved and there was little evidence of a training effect in patients who had prominent negative schizophrenic symptoms using the Stacking the Deck social skills game.
Abstract: Schizophrenic patients with severe negative symptoms may have an impaired capacity to benefit from social skills training (SST), and their negative symptoms may show little change as a result of SST. The present study, employing a multiple-baseline design across-behaviors with three patients who had prominent negative schizophrenic symptoms, combined nonverbal skills training with the Stacking the Deck social skills game. Further, the study examined changes in both social skills (assessed using role-play and conversation tests) and negative symptoms. Depression, extrapyramidal side effects, and positive symptoms were also monitored. Modest improvements in social skills and negative symptoms were achieved. There was little evidence of a training effect. The unstable baselines may have contributed to this finding. It is important for further research to employ comprehensive patient-assessment procedures.
TL;DR: The article describes the conceptual foundations of the psychometrics of the assessment prototype as well as the psychometric methodology that was employed throughout the development process.
Abstract: This article describes the development of a microcomputer-based videodisc assessment prototype for measuring children's social skills. The theoretical and empirical foundations for the content are described, and the contributions of interactive microcomputer-based video technology to assessment of children with handicaps are detailed. An application of Goldfried and D'Zurilla's "behavior-analytic" approach to development of the content of assessments is presented, and the related video and computer technology development is detailed. The article describes the conceptual foundations of the psychometrics of the assessment prototype as well as the psychometric methodology that was employed throughout the development process. Finally, a discussion of the potential applications and implications of the social skills assessment prototype is included.
TL;DR: Experimental subjects exhibited significant reductions in HR following a training session in which they received ongoing HR feedback while playing a videogame, and generalized these HR reductions to the mental arithmetic challenge at follow-up.
Abstract: Heart rate (HR) reactions to two behavioral stressors (videogame and mental arithmetic) were measured in 8 experimental subjects who received biofeedback training and 8 matched control subjects during three assessment periods: pretraining, posttraining, and one-week follow-up. Experimental subjects exhibited significant reductions in HR following a training session in which they received ongoing HR feedback while playing a videogame. Control subjects, who played the same number of videogames without HR feedback, showed smaller HR reductions. During the training session, all subjects were instructed to reduce HR while maximizing game performance. In comparison to controls, experimental subjects (a) maintained lower HRs during videogame presentations after a one-week period and (b) generalized these HR reductions to the mental arithmetic challenge at follow-up. Performance on the videogame declined from posttraining to follow-up for experimental subjects but not for control subjects. No group difference in mental arithmetic performance was observed.
TL;DR: In this paper, the importance of negative assertion and its effects on long-term, naturalistic relationships was examined, and significant relationships between negative assertions and interpersonal attraction were found, indicating that higher levels of assertive behavior were associated with perceptions of greater competency and likability.
Abstract: Although numerous studies have demonstrated that observers evaluate individuals portraying negative assertion as being more competent but less likable than nonassertive individuals, all of these studies have been experimental analogues. The present research examined the importance of negative assertion and its effects on long-term, naturalistic relationships. Fifty pairs of female undergraduate roommates, who had been nonsystematically assigned to live together, participated. One member of each pair completed self-report and idiographic role-play measures of negative assertion. The other member of each pair evaluated the general likability and social competency of her roommate and also completed self-report measures of assertion. The results yielded significant relationships between negative assertion and interpersonal attraction. Higher levels of assertive behavior were associated with perceptions of greater competency and likability. There also was a significant positive correlation between roommates' a...
TL;DR: In this article, a variety of feedback systems were evaluated with regard to their effects on college students' pertormance on written essay papers and the results showed that the mean percentage scores of the written compositions were higher during the descriptive-feedback con...
Abstract: A variety of feedback systems was evaluated with regard to their effects on college students' pertormance on written essay papers. The first system included a very general procedure that involved the notation of total points received in each major section of the paper; the second system involved the provision of specific points on subsections within major sections of the paper; and the third system involved the provision of written descriptive comments in addition to points on each subsection of the paper. A specific format was utilized by the experimenters to provide the descriptive feedback. A multiple-baseline design across three major sections of the essay papers was used to evaluate the effectiveness of each feedback procedure on the written content of the essay papers. Additionally, students were asked how satisfied they were with each f'eedback system. An evaluation of the essay papers showed that the mean percentage scores of the written compositions were higher during the descriptive-feedback con...
TL;DR: The results are consistent with past research demonstrating social skills problems among depressed individuals but do not support the notion of a social skill deficit in depression and suggest that the problematic social behavior often associated with depression may be modifiable by immediate veridical feedback from others.
Abstract: This study examined the responsivity of depressives' behavior to contingent social feedback within the framework of Coyne's and Lewinsohn's models of depression. Subjects included 10 depressed inpatients, 8 nondepressed psychiatric inpatients, and 10 nondepressed individuals. Each subject participated in two structured interactions with an experimenter in baseline phases and phases in which ongoing contingent feedback was provided by a pair of observers. The results revealed that the behavior of all three subject groups was responsive to the feedback in both interactions. The results are consistent with past research demonstrating social skills problems among depressed individuals but do not support the notion of a social skill deficit in depression. The results are consistent with Coyne's model of depression and suggest that the problematic social behavior often associated with depression may be modifiable by immediate veridical feedback from others.
TL;DR: This study used thermal biofeedback to treat 9 unmedicated individuals with mild hypertension, and there was a significant decrease in diastolic blood pressure for all subjects as measured by the ambulatory method.
Abstract: Several studies have produced results suggesting that thermal biofeedback treatment is effective in lowering the blood pressure (BP) of individuals with both mild and moderate essential hypertension. This study used thermal biofeedback to treat 9 unmedicated individuals with mild hypertension. Subjects underwent 24-hour ambulatory BP monitoring both prior to and following the thermal biofeedback treatment regimen. Four of the subjects were considered treatment successes using standard office blood pressure assessments as the success-fail criteria. However, 24-hour ambulatory BP measures showed a markedly different pattern of results, with several subjects who were considered successes under conventional assessment techniques showing an increase in 24-hour ambulatory BP from pre- to posttreatment. There was a significant decrease in diastolic blood pressure for all subjects as measured by the ambulatory method. There was also a significant decrease in systolic and diastolic standing home blood pressure. The implications of these results are discussed.
TL;DR: Comparisons supported several general conclusions: Adolescents with behavioral disorders engaged in more negative verbal responding than their regular class peers; BD adolescents exhibited less inappropriate verbal behavior when in the mainstream than when self-contained; and when inThe mainstream, the verbal behavior of BD students was similar to that of theirregular class peers.
Abstract: Improved social functioning of adolescents with behavioral disorders (BD) is of critical importance for the successful integration of these students in school, domestic, vocationaL and community settings. hure comparisons were addressed in the study: overall veal responding of BD adolescents was compared to verbal responding of their regularclass peers, verbal responding of the same BD adolescents was compared across their self-contained and nainsteamed settings, and responding of the BD adolescents when in mainstreamed settings was compared to responding of regular class peers. Portable microcomputers were used to collect data across 10 categories of verbal responding for 14 BD adolescents and 14 regular class peers. Results supported several general conclusions: (a) Adolescents with behavioral disorders engaged in more negative verbal responding than their regular class peers; (b) BD adolescents exhibited less inappropriate verbal behavior when in the mainstream than when self-contained; and (c) when in...