Showing papers in "Journal of Abnormal Child Psychology in 1983"
TL;DR: A social-environmental perspective helped to identify aspects of parents' functioning, family stressors, and resources that were related to children's health that were strongly related to the probability of disturbance among children of depressed parents.
Abstract: Several lines of evidence indicate that a parent's depression may be a significant health and adaptational risk factor for his or her children. In a controlled comparison, children of 133 depressed parents had significantly more symptoms of emotional, somatic, and behavioral impairment than did children of 135 nondepressed parents. Additional results suggest that the more negative milieu found among families of depressed parents was a mediator of the effects of parental depression. A social-environmental perspective helped to identify aspects of parents' functioning, family stressors, and resources that were related to children's health. Variations in these stressors and resources were strongly related to the probability of disturbance among children of depressed parents.
318 citations
TL;DR: The results indicated that different measures of depression completed by the same rater (child, mother, or father) were highly intercorrelated and there was little or no relationship between childmother and child-father ratings of the children's depression for the same or related measures of Depression.
Abstract: The agreement among children and their parents in evaluating the children's depression was examined in 48 families. Newly admitted inpatient children (ages 6-13) and their mothers and fathers independently completed self-report and interview measures to assess severity and duration of the children's depression. The results indicated that different measures of depression completed by the same rater (child, mother, or father) were highly intercorrelated. Yet there was little or no relationship between child-mother and child-father ratings of the children's depression for the same or related measures of depression. Children independently diagnosed (DSM III) as depressed rated themselves and were rated by their parents as more depressed than nondepressed children. Even so, children consistently rated themselves as less depressed across the measures than did their parents. Parent ratings of the children's depression and the correspondence of child-parent ratings varied as a function of several child and family variables, including child IQ, gender, race, and family welfare status.
190 citations
TL;DR: The results suggest that children are able to rate the severity of their dysfunction, although they tend to provide lowerbound estimates than do their parents.
Abstract: This investigation examined the agreement between children and their parents on measures of depression and aggression. A total of 120 inpatient children (ages 7-13) and their mothers and fathers independently completed self-report and interview measures that focused on the children's dysfunction. Children and their parents differed in their ratings of each symptom area, with children providing significantly less severe ratings than their parents. Children who met DSM III criteria for major depression or conduct disorder were significantly higher in their ratings of depression and aggression than children without these diagnoses, as reflected in both child and parent ratings. Child and parent ratings correlated in the low to moderate range on measures of children's symptoms, whereas mother and father ratings correlated in the moderate to high range. The correspondence between children and parents did not vary as a function of symptom area (depression and aggression) or assessment format (self-report and interviews). The results suggest that children are able to rate the severity of their dysfunction, although they tend to provide lower-bound estimates than do their parents.
184 citations
TL;DR: Attentional performance was measured using a computerized continuous performance task, several psychometric tasks, and ratings of classroom behavior to find the CPT had slightly better sensitivity and the same specificity as the Conners Teacher Rating Scale in identifying Conduct and Attention Deficit Disordered children.
Abstract: Attentional performance was measured using a computerized continuous performance task, several psychometric tasks, and ratings of classroom behavior. Subjects were 51 children in the inpatient and day hospital programs of a psychiatric hospital. The relationship between performance on the computerized task and all other measures was examined. Results indicated that the continuous performance task significantly correlated with several other psychometric measures of inattention, ratings of inattention, impulsivity, and hyperactivity. The CPT had slightly better sensitivity and the same specificity as the Conners Teacher Rating Scale in identifying Conduct and Attention Deficit Disordered children. Implications for the use of the computerized continuous performance task as a screening measure for attentional difficulties is discussed.
168 citations
TL;DR: PBQ ratings of 123 preschoolers were correlated with observations of in-class social and cognitive play behaviors, sociometric status, and social problem-solving skills and indicated that children rated highly on the PBQ's Anxious-Fearful, Hostile-Aggressive, and Hyperactive-Distractible factors appeared to be a useful instrument for identifying children with social problems.
Abstract: Behar and Stringfield (1974) have suggested that the Preschool Behavior Questionnaire (PBQ) is a reliable index of young children's social competence. However, there are few extant data in which teacher ratings of children on the PBQ have been correlated with independent assessments of social competence. In this study PBQ ratings of 123 preschoolers were correlated with observations of in-class social and cognitive play behaviors, sociometric status, and social problem-solving skills. Analyses indicated that children rated highly on the PBQ's Anxious-Fearful, Hostile-Aggressive, and Hyperactive-Distractible factors (a) displayed less mature and more aggressive in-class behaviors, (b) were less popular among their peers, and (c) were more likely to suggest negative affect strategies on the social problem-solving measure. Thus, the PBQ appears to be a useful instrument for identifying children with social problems.
168 citations
TL;DR: Children's perceptions of positive and negative parental behaviors were assessed using a newly-developed scale, the Parent Perception Inventory (PPI), and children from nondistressed families viewed their parents as behaving more similarly on the PPI than did children from distressed families.
Abstract: Children's perceptions of positive and negative parental behaviors were assessed using a newly-developed scale, the Parent Perception Inventory (PPI). Reliability and validity were examined across a sample of 75 children aged 5 to 13 using additional measures administered to the children and measures completed by their parents. The scale showed acceptable levels of internal consistency. No effects of children's age were apparent, but effects of the child's and parent's gender were found. Boys reported more positive parental behaviors, particularly for fathers, and children reported more negative (disciplinary) behaviors by mothers. PPI scores were predictably related to child's self-concept and behavior problems (convergent validity) and generally unrelated to measures of child's achievement (discriminant validity). As predicted by family systems theory, children from nondistressed families viewed their parents as behaving more similarly on the PPI than did children from distressed families.
157 citations
TL;DR: It is suggested that the effects of continuous, partial, and noncontingent schedules of reward, as well as the withdrawal of rewards, on the performance of hyperactive and normal control children on a delayed reaction time task point to an unusual sensitivity to rewards in hyperactive children.
Abstract: This experiment was designed to investigate the effects of continuous, partial, and noncontingent schedules of reward, as well as the withdrawal of rewards, on the performance of hyperactive and normal control children on a delayed reaction time task. Although noncontingent reward resulted in faster reaction times for control subjects, performance of hyperactives deteriorated under noncontingent reward and improved when it was withdrawn. Also, reaction times of controls during extinction remained superior to baseline, whereas performance of hyperactives returned to baseline level. It was suggested that these and other findings reviewed point to an unusual sensitivity to rewards in hyperactive children.
142 citations
TL;DR: The purpose of this study was to systematically determine whether lowfunctioning autistic children could learn through observation by the use of a peer modeling procedure, and results indicated that all four children learned through observation of their peer model.
Abstract: The purpose of this study was to systematically determine whether lowfunctioning autistic children [MA of approximately half of their CA or less] could learn through observation by the use of a peer modeling procedure. Since modeling is less structured than traditional one-on-one procedures, it was also thought that modeling might facilitate subsequent generalization of tasks learned through observation. Four autistic children were taught two receptive labeling tasks. One task was taught by a traditional trial and error procedure, while the other task was taught by a modeling procedure wherein the models were other autistic children. Results indicated that all four children learned through observation of their peer model. Additionally, generalization and maintenance of correct responding were superior when the children learned through observation rather than by trial and error. These results are discussed in terms of the modeling literature, generalization issues, and implications for designing teaching settings for autistic children.
140 citations
TL;DR: Two instruments which have been proposed as measures of clinical depression in children and an ad hoc teacher rating were given to a group of 109 normal children to examine the behavioral correlates of depressed mood in normal children and implications for the issue of the possible existence of a clinical syndrome of depression inChildren were discussed.
Abstract: Two instruments which have been proposed as measures of clinical depression in children and an ad hoc teacher rating were given to a group of 109 normal children. The Children's Depression Inventory (CDI), the Peer Nomination Inventory for Depression (PNID), and a teacher rating of depression were given along with the Conner s Teacher Rating Scale (TRS), teacher ratings of somatic complaints, peer popularity, and absenteeism, and peer ratings of popularity to examine the behavioral correlates of depressed mood in normal children. While few sex differences were found on mean depression scores, different patterns of correlations were found for the two sexes. For males, there were no significant correlations among the three depression measures, but all three depression measures were correlated with unpopularity and conduct problem ratings on the TRS. For females, the three depression measures were adequately intercorrelated. The teacher rating of depression was correlated with general deviance as measured by the TRS, but the CDI and PNID were correlated with TRS ratings of conduct problems, with peer ratings of unpopularity, and with teacher ratings of somatic complaints. Implications for the issue of the possible existence of a clinical syndrome of depression in children were discussed.
129 citations
TL;DR: Substantial differences were found between hyperactive and normal boys in their parent-child interactions, particularly during the task setting, and methodological problems are discussed that may have precluded the emergence of differences between mothers and fathers in their interactions with their sons.
Abstract: This study examined the interactions of fathers and mothers with their hyperactive and normal children during both free-play and task periods. Eighteen hyperactive and 18 normal boys were observed interacting separately with their mothers and fathers in a playroom setting. Behavioral observations indicated, with minor exceptions, that fathers and mothers did not differ in their interactions with their sons. Substantial differences were found between hyperactive and normal boys in their parent-child interactions, particularly during the task setting. Hyperactive boys were generally less compliant and their parents more directive than normal parent-child dyads. Methodological problems are discussed that may have precluded the emergence of differences between mothers and fathers in their interactions with their sons.
125 citations
TL;DR: While a number of significant associations were discovered between the various measures of marital discord, parental psychopathology, and parental cognitive factors, no other measure besides marital discord was associated with parental perception of child behavior problems, and several contingent relations between parent and child behavior were discovered.
Abstract: Thirty-six families with a preteenage behavior problem child were assessed on measures of marital discord, parental psychopathology, and three parental cognitive factors: knowledge of behavioral principles, tolerance for child deviancy, and expectations regarding their child's behavior. Nine nonproblem families with demographic characteristics similar to the problem families were also assessed. Correlational analyses across all families revealed a strong association between marital discord and the parental index of child behavior problems. While a number of significant associations were discovered between the various measures of marital discord, parental psychopathology, and parental cognitive factors, no other measure besides marital discord was associated with parental perception of child behavior problems. The nonproblem families and 15 of the problem families also participated in home observations obtained through random audio recordings during high interaction periods. These observational data indicated a significant relationship between parental perception of child behavior problems and parental negative behavior toward the child, but no significant relationship between parental perception of child behavior problems and child behavior, even when child behavior was weighted by parents' reactions to that behavior. Through sequential analysis, several contingent relations between parent and child behavior were discovered. Findings are discussed in relation to family systems theory.
TL;DR: The results indicate the need both for improved diagnostic datagathering techniques in child psychiatry and for more betterdesigned studies of reliability and, most necessarily, of validity.
Abstract: A total of 195 admissions to a child psychiatric inpatient unit were diagosed independently by two to four clinicians on the basis of case presentations at the first wardround after admission. The DSM HI as a whole and the major categories were of high or acceptable reliability, though a few were clearly unreliable. The results are generally consistent with other studies. Unlike other studies, the subcategories were examined and found to vary widely in reliability both as a whole across the system and within parent major categories, throwing considerable doubt upon their utility. The results indicate the need both for improved diagnostic datagathering techniques in child psychiatry and for more betterdesigned studies of reliability and, most necessarily, of validity.
TL;DR: The authors suggest that a motivational factor involving the elicitation of frustration when expected rewards fail to appear may be responsible for the poor performance of hyperactives on the partial schedule.
Abstract: The effects of continuous and partial reward on the performance of hyperactive and normal children on a concept identification task were compared. Because reduction in information feedback is usually associated with partial reward schedules, the study was designed to yield information regarding the contribution of reduced feeback to performance in the partial reward condition. Previous findings of a performance deficit in hyperactives under partial reward were replicated. The findings help rule out an information feedback explanation for this deficit. The authors suggest that a motivational factor involving the elicitation of frustration when expected rewards fail to appear may be responsible for the poor performance of hyperactives on the partial schedule.
TL;DR: Nine-month followup assessments indicated that treatment parents continued to view their children's behavior more positively than did control group parents, and that a “psychological,” as opposed to a medical, approach to the treatment of hyperactive children can have considerable merit.
Abstract: Parents of 44 hyperactive children were assigned to either a behavior modification group (PAT), a communications group (PET), or a delayed-treatment control group. Parents in the treatment groups participated in 9-week training workshops. Parents and their children were assessed before and after the workshops on measures that included ratings of hyperactivity and severity of problems, a daily checklist of problem occurrence, parental attitudes, and direct observations in a laboratory situation. Both treatment methods were more effective than a no-treatment control condition in reducing hyperactivity ratings, problem severity ratings, and daily problem occurrence. Additionally, parents receiving behavior modification training rated their children as more improved than did PET parents, were more willing to recommend the program to a friend, felt the program was more applicable to them, and were less likely to drop out of the program. Nine-month follow-up assessments indicated that treatment parents continued to view their children's behavior more positively than did control group parents. Results are discussed with respect to the implications that an educational approach to teaching child management can be an effective means of reducing behavioral problems in children, that methods differing in theoretical background and actual skills taught may result in similar outcomes, and that a "psychological," as opposed to a medical, approach to the treatment of hyperactive children can have considerable merit.
TL;DR: It was concluded that the enforcement of a minimum time-out duration is critical for compliance acquisition within the analog setting and physical punishment did not appear to be a critical component.
Abstract: One component of a well-researched, standardized parent training program is to spank children for escape from time-out The contribution of the spanking component to compliance acquisition in a clinic analog setting was evaluated Time-out duration and child disruption at time-out release were balanced across spank and no-spank ("barrier") conditions Sixteen noncompliant, clinic-referred pre-school children participated The data indicated that both spank and barrier procedures were equally effective at increasing compliance ratios Physical punishment did not appear to be a critical component Given prior research, it was concluded that the enforcement of a minimum time-out duration is critical for compliance acquisition within the analog setting
TL;DR: Depressive symptoms among fourth- and fifth-grade students as measured by the Children's Depression Inventory correlated highly with impaired problem solving at block designs and anagrams, suggesting that depression among children may be continuous with depression among adults.
Abstract: Depressive symptoms among 40 fourth- and fifth-grade students as measured by the Children's Depression Inventory, correlated highly with impaired problem solving at block designs (r=.64) and anagrams (r=.67). Similar impairments have been found among depressed adults, suggesting that depression among children may be continuous with depression among adults.
TL;DR: The popular notion that learning-disabled and younger subjects start a vigilance task with the same capacity as nondisabled older children but show a decline in attention as time on task increases was not supported.
Abstract: To test the proposition that learning-disabled children manifest a sustained attentional deficit, the Continuous Performance Test was administered to learningdisabled and nondisabled children at three age levels. Children were tested on three task lengths (5, 10, and 15 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses, d′ and B values. As expected, learning-disabled children made fewer correct detections and more false responses and were less sensitive (d') to critical stimuli than were nondisabled children at all ages. There was also evidence to indicate that learningdisabled children apply different response criteria across age when compared to nondisabled children. B values varied significantly across age, group, modality, and time on task; d′ remained relatively unchanged across time periods. The popular notion that learning-disabled and younger subjects start a vigilance task with the same capacity as nondisabled older children but show a decline in attention as time on task increases was not supported.
TL;DR: Moderate support for the effectiveness of these treatment procedures was identified, although caution is needed in considering their clinical utility.
Abstract: A cognitive-behavioral treatment program for aggressive children was assessed using 12 outcome measures classified into five categories which reflected a continuum of generalization of treatment effects. From a summer daycamp 41 children, ages 7 through 12, were selected based on aggressive behavior displayed during the first week of camp. They were randomly assigned to either a treatment group or a nontreatment control group. Treatment consisted of four weeks of coping-skills training using behavioral rehearsal and self-instruction training. Considering all 12 measures, treatment was found effective (F=2.90, p < .01). The most meaningful results included improved interpersonal problem-solving skills and a decrease in being disciplined for fighting. No changes were found, however, in physical or verbal aggression and in peer rating of aggression. Modest support for the effectiveness of these treatment procedures was identified, although caution is needed in considering their clinical utility. Further research and application appear justified.
TL;DR: The results indicated that measures from different assessors correlated in the low to moderate range, and data from extraclass raters corresponded more closely with direct observations than with data from teachers.
Abstract: The present investigation examined the correspondence of teacher ratings and direct observations of classroom behavior. Techers, extraclass raters, and observers completed standard rating scales and/or measures of overt classroom behaviors of psychiatric inpatient children (N=32). The study assessed if the correspondence between ratings and direct observations was influenced by who evaluates the child (teachers, raters) and the assessment format (general ratings, discrete behaviors). The results indicated that (1) measures from different assessors correlated in the low to moderate range, (2) data from extraclass raters corresponded more closely with direct observations than with data from teachers, (3) teacher and rater estimates of overt child behavior did not correlate more highly with direct observations than did standard rating scales, and (4) teachers and raters viewed child behavior as more appropriate than direct observations indicated. Measures from teachers, raters, and observers readily distinguished attention deficit disorder children with hyperactivity from their peers. However, teacher evaluations delineated these children more sharply than other assessors.
TL;DR: The results support the notion that assaultive adolescents are more involved with fighting with their siblings in the family home and consequently have had more practice in fighting than their controls, thereby preparing them for assaultive behavior in the community.
Abstract: Eleven adolescent chronic offenders apprehended for assaultive crimes in the community were observed in their family homes. This group was matched with 11 adolescents apprehended for stealing and with 11 adolescents with no court contact. Assaultive adolescents, unlike their controls, ranked significantly higher among their own family members in terms of their total aversive behavior in the family home. The results support the notion that assaultive adolescents are more involved with fighting with their siblings in the family home and consequently have had more practice in fighting than their controls, thereby preparing them for assaultive behavior in the community. Assaultive adolescents had more female siblings than male siblings, whereas nondelinquent adolescents had more male than female siblings.
TL;DR: Boys who had been referred by their teachers due to problem behavior obtained significantly higher behavior problem scores and significantly lower on-task scores than a matched sample of normal boys observed in the same classrooms.
Abstract: This article reports reliability and validity data for the Direct Observation Form (DOF) of the Child Behavior Checklist. Observational data were collected on two samples of boys aged 6–11 in classroom settings. Interobserver agreement was high: r=.92 for behavior problem score and r =.83 for on-task score. Generalizability, as measured by the one-way intraclass correlation, was .86 and .71 for behavior problem score and on-task score, respectively. In terms of validity, DOF scores correlated significantly and in the expected directions with teacher-reported problem behavior, school performance, and adaptive functioning. In addition, boys who had been referred by their teachers due to problem behavior obtained significantly higher behavior problem scores and significantly lower on-task scores than a matched sample of normal boys observed in the same classrooms.
TL;DR: Findings support the notion that hyperactive and learning-disabled children are heterogeneous at a physiological level and suggest that physiological differences previously attributed to hyperactivity may actually be correlates of the conduct problem dimension.
Abstract: Thirtysix learning disabled children (21 of whom were also classified as hyperactive) were subgrouped according to teacher ratings of tension-anxiety and conduct problems and then compared on measures of tonic and phasic autonomic arousal. The results indicated that children rated high on the conduct problem dimension evidenced smaller amplitude specific skin conductance responses, and that anxiety appeared to exert a moderating effect on physiological responses. When the hyperactive sample was considered separately, lower skin conductance levels were observed in children rated high on conduct problems than in hyperactive children rated low in conduct problems. These findings support the notion that hyperactive and learning-disabled children are heterogeneous at a physiological level and suggest that physiological differences previously attributed to hyperactivity may actually be correlates of the conduct problem dimension.
TL;DR: Results suggested that, as a result of affective imagery training, angry children's perceptions and cognitions shifted from “angry” towards “sad,” and there was a concomitant decrease in observed aggressive classroom behavior.
Abstract: From a school population of normal children (third through fifth grades), thirty children initially identified as "angry" were randomly assigned to either an affective imagery training group, an attention group, or a control group. The treatment group received three sessions of affective imagery in which they focused on physiological changes and on their thoughts associated with prior emotional experiences. Teachers recorded pre-, post-, and short term follow-up aggressive behaviors for all thirty children. Cognitive perceptions and attributions were recorded at the same three occasions on the Affect Questionnaire. Results suggested that, as a result of affective imagery training, angry children's perceptions and cognitions shifted from "angry" towards "sad," and there was a concomitant decrease in observed aggressive classroom behavior.
TL;DR: The results showed a substantial increase in selfdestructive behavior following the staff's presentation of demands, denials, and punishments in 19 of the 20 subjects, consistent with the hypothesis that self-injurious behavior is a social behavior, which is determined by persons in the environment.
Abstract: This study investigated the social context of self-injurious behavior in autistic, schizophrenic, and mentally retarded children residing in a state hospital Social interactions between subjects and staff were recorded along with subjects' self-destructive behavior The results showed a substantial increase in self-destructive behavior following the staff's presentation of demands, denials, and punishments in 19 of the 20 subjects These results are consistent with the hypothesis that self-injurious behavior is a social behavior, which is determined by persons in the environment In addition, the self-destructive behavior of one subject may have been largely self-stimulatory in nature
TL;DR: The Draw-a-Person test was used to evaluate a number of questions regarding children referred for potential problems in their gender-identity development and found the gender-referred children were more likely to draw an opposite-sex person when requested to “draw a person” than were the other three groups.
Abstract: The Draw-a-Person test was used to evaluate a number of questions regarding children referred for potential problems in their gender-identity development (N=36). Sibling (N=31), psychiatric (N=23), and normal (N=30) children served as comparison groups. The major results included the following: (1) The gender-referred children were more likely to draw an opposite-sex person when requested to “draw a person” than were the other three groups; (2) the gender-referred children who drew an opposite-sex person were more likely to play with opposite-sex toys and dress-up apparel on a free-play task than were the gender-referred children who drew a same-sex person; (3) the gender-referred children drew taller opposite-sex persons than same-sex persons; (4) using Koppitz's (1968) criteria, the normal children had a smaller proportion of emotional disturbance indicators in their same-sex drawings than did the other three groups. These findings were discussed with regard to psychometric and interpretive issues in the assessment of children with atypical gender-role behavior.
TL;DR: Results from 69 married couples closely replicate previous self-report findings suggesting that the more positive the report of marital adjustment, the fewer the number of child problem behaviors endorsed by parents.
Abstract: This study examines the role of social desirability response set on the report of marital adjustment, child adjustment, and parenting attitudes. Results from 69 married couples closely replicate previous self-report findings suggesting that the more positive the report of marital adjustment, the fewer the number of child problem behaviors endorsed by parents (r=− .19(69), p < .05). When social desirability is controlled, however, the marital-child adjustment relationship is nonsignificant. Previous reports of a global relationship between marital and child adjustment may have been inflated by individual differences in willingness to endorse problems on self-report measures. Parenting attitudes are not associated with social desirability or marital adjustment. Warmth, but not authoritarianism, is negatively correlated with child behavior problems in the home (r=− .25(69), p < .01). The authors propose that family interaction research use a multimethod strategy to focus on circumscribed variables that influence marital and parenting behavior.
TL;DR: The suggestion that behavior change in young children may not be mediated through a strictly cognitive intervention, and may more logically require an integration of behavioral and cognitve techniques is discussed.
Abstract: The long term effects of Spivack and Shures' social problem-solving training were assessed and compared to an attention-placebo control. Thirty-seven preschool age children were involved in this year's long intervention project and six month follow-up. All subjects received 46 sessions of intervention by specially trained assistants. Support was found for the cognitive effectiveness of social problem-solving training with aberrant children at post test in that they gained significantly in their ability to generate alternative solutions to interpersonal problems. This differential effect was not sustained at follow-up. Blind teacher ratings of behavioral adjustment and independent observers' ratings of behavior (using a naturalistic observation scale developed for this study) revealed no significant behavioral training effects at post test or at follow-up. Findings are discussed with the suggestion that behavior change in young children may not be mediated through a strictly cognitive intervention, and may more logically require an integration of behavioral and cognitve techniques.
TL;DR: Results from both data sets were in agreement on major findings indicating that children with cystic fibrosis are not at increased risk for psychopathology, whereas children in the remaining three diagnostic groups show a substantial excess in Mentation Problems and Isolation.
Abstract: This study examined the appropriateness of siblings as controls in the psychological assessment of children with chronic illness or disability. Findings from 304 cases and 360 randomly selected controls were compared to findings from a subset of 206 casesibling pairs. Cases were children 6 to 18 years of age with cystic fibrosis, cerebral palsy, myelodysplasia, and multiple handicaps, selected from specialty clinics in two teaching hospitals in the Cleveland area. Results from both data sets were in agreement on major findings indicating that children with cystic fibrosis are not at increased risk for psychopathology, whereas children in the remaining three diagnostic groups show a substantial excess in Mentation Problems and Isolation. The comparisons with matched siblings underestimated pathology in the disabled children in RegressiveAnxiety and aggressive behavior.
TL;DR: A comprehensive, low-cost treatment for primary enuresis was developed consisting of bell-and-pad training, cleanliness training, retention control, and overlearning, and the outcome was found to compare favorably with previous treatments that required more professional time.
Abstract: To illustrate how to deliver underutilized psychological treatments, a comprehensive, low-cost treatment for primary enuresis was developed consisting of bell-and-pad training, cleanliness training, retention control, and overlearning. Sixty primary enuretic children and their parents attended 1-hour group training sessions and implemented treatment in the home. Each case required 15 minutes of professional time, and net cost to each family was $50. Forty-eight (81%) achieved initial arrest of bedwetting and only 11 (24%) relapsed at 1-year follow-up. Significant association between relapse and prior treatment failure with imipramine was noted. The outcome was found to compare favorably with previous treatments that required more professional time.
TL;DR: The present study investigated the prevalence of overselectivity in autistic, trainable mentally retarded, and non-handicapped children demonstrating some expressive speech, and indicated no significant differences between the autistic and TMR samples, but significant differences among the handicapped samples and the non- handicapped group.
Abstract: Much of the comparative research on stimulus overselectivity has been flawed by either failure to control for chronological age and language ability of the subjects or reliance on the controversial technique of matching on mental age. The present study investigated the prevalence of overselectivity in autistic, trainable mentally retarded, and nonhandicapped children demonstrating some expressive speech. The ages of the children were between 6 years-6 months and 9 years-3 months. Thus, chronological age and language ability were controlled, rather than allowed to vary unsystematically. Results indicated no significant differences between the autistic and TMR samples, but significant differences between the handicapped samples and the non-handicapped group. Some, but not all, of the handicapped children displayed overselectivity.