Showing papers in "Journal of Applied Behavior Analysis in 1981"
TL;DR: It is argued that applied behavior analysis has provided limited access to the full range of environmental events that influence socially significant behavior, and ways in which the traditional appliedbehavior analysis conceptual and methodological model has been profitably expanded are proposed.
Abstract: The contributions of applied behavior analysis as a natural science approach to the study of human behavior are acknowledged. However, it is also argued that applied behavior analysis has provided limited access to the full range of environmental events that influence socially significant behavior. Recent changes in applied behavior analysis to include analysis of side effects and social validation represent ways in which the traditional applied behavior analysis conceptual and methodological model has been profitably expanded. A third area of expansion, the analysis of setting events, is proposed by the authors. The historical development of setting events as a behavior influence concept is traced. Modifications of the basic applied behavior analysis methodology and conceptual systems that seem necessary to setting event analysis are discussed and examples of descriptive and experimental setting event analyses are presented.
270 citations
TL;DR: The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students and it was conceptualized that aberrantbehavior was maintained by negative reinforcement contingencies.
Abstract: The influence of task difficulty on aberrant behavior was investigated with three severely handicapped students. Noticeably higher rates of problem behavior occurred in demand compared to no-demand conditions. In addition, there were higher rates of problem behaviors on difficult versus easy tasks. Both these findings were validated with visual discrimination and perceptual motor tasks. An errorless learning procedure effectively minimized errors and aberrant behavior in visual discrimination tasks but not in perceptual motor tasks. It was conceptualized that aberrant behavior was maintained by negative reinforcement contingencies. Difficult tasks were aversive to the children, who emitted aberrant responses to escape or avoid such tasks. By contrast, conditions in which no demands were made, easy tasks, and, in visual discrimination learning, errorless tasks, were less aversive and resulted in little or no problem behavior. Implications for reducing maladaptive behaviors through curricular modifications are discussed and contrasted to more traditional consequence manipulation approaches.
251 citations
TL;DR: The two experiments show that the delay technique is quick to teach and simple to implement, delays do provide opportunities for children to initiate, teachers can generalize their use of delay to novel self-selected situations, and teachers can maintain theirUse of delays over time.
Abstract: In Experiment 1, classroom teachers were taught to delay their offers of help in naturally occurring situations, and thereby to provide additional opportunities for language use by six moderately retarded language-delayed children. The teachers introduced this delay technique in a multiple-baseline design across the six children. As delays were used, child verbal initiations increased. Follow-up assessment showed that teachers were maintaining greater than baseline levels of the delay technique after 10 weeks. Experiment 2 replicated the findings of Experiment 1, and included a more thorough maintenance assessment, while focusing on teachers' generalization of the delay technique. Teachers were found to generalize their use of delay to 56% of their monitored untaught opportunities. The two experiments show that (a) the delay technique is quick to teach and simple to implement, (b) delays do provide opportunities for children to initiate, (c) teachers can generalize their use of delay to novel self-selected situations, and (d) teachers can maintain their use of delays over time.
204 citations
TL;DR: The results of the study showed that increases in compliance to requests were directly related to the contingencies employed and the relationship between untreated deviant behaviors and compliance appeared to be maintained by a different set of events in each of the three children.
Abstract: The present study investigated the use of a compliance-training procedure and its effect on untreated deviant child behaviors. Three children, each generally noncompliant to adult requests and with several additional problems, such as crying, aggression, and self-injurious behavior, were trained in the compliance procedure under a multiple-baseline design across therapists. Compliance was defined as the correct response to prespecified requests. Other classes of deviant child behavior were measured continuously throughout the study but not directly reinforced. The results of the study showed that (a) increases in compliance to requests were directly related to the contingencies employed; (b) decreases in untreated deviant behaviors occurred when compliance increased, even though no direct contingencies had been placed on these behaviors; and (c) the relationship between untreated deviant behaviors and compliance appeared to be maintained by a different set of events in each of the three children. The results are discussed in terms of behavioral covariation and generalization.
155 citations
TL;DR: This investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly and found that when normal peers modeled correct responses, the autisticChildren's correct responding increased dramatically.
Abstract: Present research and legislation regarding mainstreaming autistic children into normal classrooms have raised the importance of studying whether autistic children can benefit from observing normal peer models. The present investigation systematically assessed whether autistic children's learning of discrimination tasks could be improved if they observed normal children perform the tasks correctly. In the context of a multiple baseline design, four autistic children worked on five discrimination tasks that their teachers reported were posing difficulty. Throughout the baseline condition the children evidenced very low levels of correct responding on all five tasks. In the subsequent treatment condition, when normal peers modeled correct responses, the autistic children's correct responding increased dramatically. In each case, the peer modeling procedure produced rapid achievement of the acquisition which was maintained after the peer models were removed. These results are discussed in relation to issues concerning observational learning and in relation to the implications for mainstreaming autistic children into normal classrooms.
152 citations
TL;DR: Results from a reversal design showed declining trends in both correct responding and on-task behavior when the same reinforcer was consistently presented, whereas, varying the reinforcers produced significantly improved and stable responding.
Abstract: Motivating developmentally disabled children to participate in educational activities can be very difficult. This is especially true for children diagnosed autistic. Because there is some evidence to suggest that stimulus variation may influence motivation, the present study investigated the effects of constant vs. varied reinforcer presentation on correct responding and on-task behavior. Results from a reversal design showed declining trends in both correct responding and on-task behavior when the same reinforcer was consistently presented, whereas, varying the reinforcers produced significantly improved and stable responding. the results are discussed in relation to the literature on stimulus variation and its effects on responsiveness.
149 citations
TL;DR: Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal.
Abstract: This study examined the generalization and maintenance effects of three phases of parent training (Instructions plus Feedback and two Self-management Training phases) on levels of disruptive child behavior and the accuracy with which parents implemented programs. Data were collected from five families in three main settings: the initial training setting (the home), a variety of generalization settings in the community, and the family breakfast. A multiple baseline across subjects design was used. Instructions plus Feedback comprised instructing parents to use a range of behavior management procedures and provided home-based differential feedback concerning accuracy of program implementation. Self-management Training phases involved training parents in goal setting, self-monitoring, and planning skills, specific to their performance of appropriate parenting skills in generalization settings. Results indicated that the Instructions plus Feedback phase was sufficient to produce reduced levels of problem behavior at home and high levels of accurate implementation, but generalization effects out of home were equivocal. Self-management maintained reduced levels of problem behavior at home but, in addition, resulted in generalization effects in community settings for both children and parents. Maintenance probes 3 months following the program revealed the effects had been maintained.
143 citations
TL;DR: Self-protective behaviors were taught to three preschool children in order to prevent the opportunity for abduction and an analogue measure of self-protection was developed in which confederate adults approached and verbally attempted to lure each child from the setting, before, during, and after training.
Abstract: Self-protective behaviors were taught to three preschool children in order to prevent the opportunity for abduction. An analogue measure of self-protection was developed in which confederate adults approached and verbally attempted to lure each child from the setting, before, during, and after training. A multiple baseline design across subjects was used. During baseline, all the children displayed susceptibility to the lures. Training procedures included modeling, behavior rehearsal, and social reinforcement. Within 1 week after training began, all children displayed appropriate responses to all of the lures both in the training setting and in the community.
141 citations
TL;DR: A multifaceted behavioral program designed to teach emergency fire escape procedures to children was evaluated in a multiple-baseline design and resulted in significant improvements in both overt behavior and self-report of fire safety skills.
Abstract: A multifaceted behavioral program designed to teach emergency fire escape procedures to children was evaluated in a multiple-baseline design. Five children were trained to respond correctly to nine home emergency fire situations under simulated conditions. The situations and responses focused upon in training were identified by a social validation procedure involving consultation with several safety agencies, including the direct input of firefighters. Training, carried out in simulated bedrooms at school, resulted in significant improvements in both overt behavior and self-report of fire safety skills. The gains were maintained at a post-check assessment 2 weeks after training had been terminated. The results are discussed in relation both to the importance of social validation of targets and outcomes and the implications for further research in assessing and developing emergency response skills.
133 citations
TL;DR: Analysis of a program to teach and maintain language training interactions between institutional staff and profoundly handicapped children during a routine care task indicated that staff acquired the interaction skills in the bath sessions and that the skills generalized to another direct care task, dressing.
Abstract: This study evaluated a program to teach and maintain language training interactions between institutional staff and profoundly handicapped children during a routine care task. Following baseline observations of bath sessions, staff were sequentially taught in multiple baseline fashion to vocalize more during the bath, praise child vocalizations, imitate sounds, and provide sound prompts. Procedures included a brief in-service meeting followed by a series of supervisory prompts and feedback. Results indicated that staff acquired the interaction skills in the bath sessions and that the skills generalized to another direct care task, dressing. The number of days on which components of supervision were implemented decreased from 47% of all days during the experimental conditions to 19% of the days during a 19-week maintenance period with no decrease in staff behavior. The interactions were shown not to interfere with the quality of the direct care task nor to increase the amount of time necessary to complete it. Also, some increases were noted for child vocalization frequencies. The advantages of providing therapeutic interactions during care routines are discussed along with the need for staff management techniques with long-term maintenance value.
121 citations
TL;DR: The effects of a feasible program of monthly feedback showed a clear decrease in electricity consumption for the feedback group during the feedback phase, and the effect was maintained during a 4-mo intervention period.
Abstract: Feedback has been widely used in efforts to control the consumption of electricity. Previous efforts, however, have used forms of feedback that seem economically impractical. The present study examined the effects of a feasible program of monthly feedback. Forty matched nonvolunteer participants were randomly divided into two groups: a no-contact control group and a monthly feedback group. In an A-B-A design, the data showed a clear decrease in electricity consumption for the feedback group during the feedback phase. The effect was maintained during a 4-mo intervention period. Withdrawal of the feedback was associated with a return to higher levels of electricity consumption.
TL;DR: The present experiment assessed the possibility of improving autistic children's learning by changing arbitrary response-reinforcer relationships so that the target behaviors became functional (i.e., a direct part of the response chain required for the child to procure the reinforcer).
Abstract: In order to affect more rapid response acquisition for autistic children, researchers have recently begun to investigate the functional relationships of reinforcers to other components of the operant conditioning paradigm. Previous research suggested that functional relationships between target behaviors and reinforcers might be especially effective. For example, locating a reward inside a container might be a more efficient way to teach a child to open the container than by handling the child a reward for opening an empty container. The present experiment assessed, within a multiple baseline design, the possibility of improving autistic children's learning by changing arbitrary response-reinforcer relationships (while holding target behaviors and reinforcers constant) so that the target behaviors became functional (i.e., a direct part of the response chain required for the child to procure the reinforcer). The results showed that: (1) arranging functional response-reinforcer relationships produced immediate improvement in the children's learning, and resulted in rapid acquisition of criterion level responding; and (2) high levels of correct responding initially produced by functional response-reinforcer relationships were continued even when previously ineffective arbitrary response-reinforcer conditions were reinstated. The results are discussed in terms of understanding and improving autistic children's learning.
TL;DR: The study shows that minor changes in the physical environment can promote therapeutic change in the behavior of patients diagnosed as senile dementia.
Abstract: Several aspects of ward routine were changed to study the effects of environmental manipulation on the behavior of 21 psychogeriatric patients Furniture was rearranged to be more conductive to conversation (ie, grouped around tables instead of along corridor walls), and mealtime routines were changed to allow patients more time to eat, more freedom in choosing the composition of the meal, and more pleasant surroundings Patients were divided into experimental and control groups, and data were collected on the frequency of verbal and tactile communication and degree of skill in eating behavior Following baseline, environmental changes were introduced across behaviors Results show that the frequency of communication increased for the experimental group, as compared to both baseline and the control group Eating behavior also improved significantly for the experimental group The study shows that minor changes in the physical environment can promote therapeutic change in the behavior of patients diagnosed as senile dementia
TL;DR: This paper analyzes several instances in which government agencies adopted behavioral technology, identifies 10 manipulable variables that could increase the rate of adoption of such technological innovations, and relates them to the field of knowledge diffusion.
Abstract: Applied behavioral researchers develop useful innovative technologies experimentally, and yet few of these technologies enjoy widespread adoption by our society. This paper analyzes several instances in which government agencies adopted behavioral technology, identifies 10 manipulable variables that could increase the rate of adoption of such technological innovations, and relates them to the field of knowledge diffusion. Unifying theory and experimental analysis are lacking in that field, yet an implicit technology may exist.
TL;DR: Three design options potentially useful for the investigation of response maintenance are discussed, including the sequential-withdrawal, partial-with withdrawal, and the partial-sequential withdrawal designs.
Abstract: Single-case experimental designs have advanced considerably in the evaluation of functional relationships between interventions and behavior change. The systematic investigation of response maintenance once intervention effects have been demonstrated has, however, received relatively little attention. The lack of research on maintenance may stem in part from the paucity of design options that systematically evaluate factors that contribute to maintenance. The present paper discusses three design options potentially useful for the investigation of response maintenance. These include: (a) the sequential-withdrawal, (b) the partial-withdrawal, and (c) the partial-sequential withdrawal designs. Each design is illustrated and potential limitations are discussed.
TL;DR: In this paper, the authors evaluated the effects of group contingency on electricity conservation and found that the program produced substantial savings in one tower (11.2% of temperature-adjusted baseline), moderate savings in another (4.0%), and minimal savings in a third (1.7%).
Abstract: Two studies evaluated the effects of a group contingency on electricity conservation. In Study 1, residents of 166 apartment units in three towers held meetings and received biweekly payments of the value of electricity saved compared to predicted use. The group contingencies were initiated in each tower in a multiple-baseline design. The program produced substantial savings in one tower (11.2% of temperature-adjusted baseline), moderate savings in another (4.0%), and minimal savings in a third (1.7%). Overall, the residents saved 6.2%. In Study 2, residents of 255 apartment units, also in three towers, received the same treatment, except only 50% of the value of their savings were paid, and they received a one-time bonus of $5 for using ≥ 10% less than baseline. Towers in Study 2 showed savings of 9.5%, 4.7%, and 8.3%, an average of 6.9%.
TL;DR: A modification of the good behavior game was used to reduce disruptive behaviors during a weekly library period of children in a fourth-grade class to detract from its effectiveness in reducing disruptive and off-task behavior.
Abstract: A modification of the good behavior game was used to reduce disruptive behaviors during a weekly library period of children in a fourth-grade class. Modifications included student input in designing rules, attempts to state rules in positive terms, observation of class behavior in the experimental (library) setting as well as in a comparison (classroom) setting, and librarian involvement in instituting the game coupled with teacher involvement in delivering reinforcers. Reinforcers consisted of special classroom activities conducted by the teacher with winning team members. Modification of the good behavior game did not detract from its effectiveness in reducing disruptive and off-task behavior.
TL;DR: A clear functional relation of food quantity to ruminating emerged, with satiation procedures producing rapid and large decreases in the relatively high frequencies and durations of ruminating characteristic of baseline food quantity conditions.
Abstract: Preliminary work suggested that the quantity of food ingested by retarded individuals who usually ruminated following meals was related to the frequency and duration of ruminating responses. This possible relation was experimentally examined by systematically varying food quantity from regular portions to satiation levels for three retarded individuals who exhibited high levels of ruminating. A clear functional relation of food quantity to ruminating emerged, with satiation procedures producing rapid and large decreases in the relatively high frequencies and durations of ruminating characteristic of baseline food quantity conditions.
TL;DR: A treatment program designed to increase the percentage of negative urine tests was implemented using a multiple-baseline across groups design in a sample of 19 families of children with insulin dependent diabetes, showing significant increases in percentage ofnegative urines consistent with implementation of treatment.
Abstract: A treatment program designed to increase the percentage of negative urine tests was implemented using a multiple-baseline across groups design in a sample of 19 families of children with insulin dependent diabetes. The treatment involved instruction in insulin adjustment, decrease in intake of simple sugars and saturated fats, and increase in exercise, along with teaching the parents to support improvements in children's self-regulatory behaviors using a point economy and praise. New procedures designed to measure and reinforce adherence to the urine testing regimen were developed. Results showed significant increases in percentage of negative urines consistent with implementation of treatment across the three treatment groups, which were maintained over the follow-up period. Metabolic measures of control, including glycosylated hemoglobin and serum glucose did not show improvements even though the relationship between the percentage of negative urine tests and glycosylated hemoglobin was very high during treatment.
TL;DR: Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys by increasing their academic performance.
Abstract: Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performance.
TL;DR: Results showed that students' performance on restaurant probes improved as a result of training, generalized to novel settings, maintained over an extended period of time, and was comparable to that of a normative sample of nonretarded persons.
Abstract: This study examined classroom-based instruction in restaurant skills for handicapped persons. Three male students were taught each of four skill components in sequential order: locating, ordering, paying, and eating and exiting. Training was implemented in a multiple baseline design across subjects and consisted of modeling and role playing in conjunction with photo slide sequences and a simulated ordering counter. The use of a menu containing general item classes and a finger matching procedure for identifying errors in the delivery of change greatly reduced the reading and math skills necessary to enter and complete the program. Periodic probes were conducted in a McDonald's restaurant prior to, during, and up to one-year following the termination of training. In addition, two probes (overt and covert observation) were conducted in a Burger King restaurant to assess further generalization to a location different from the one depicted throughout training. Results showed that students' performance on restaurant probes improved as a result of training, generalized to novel settings, maintained over an extended period of time, and was comparable to that of a normative sample of nonretarded persons.
TL;DR: Since the feedback sign required only 30 min per week to maintain, public posting was at least 10 times more efficient in controlling speeding than was police surveillance and ticketing.
Abstract: A counterbalanced, reversal design was used to compare the effectiveness of posted feedback and increased police surveillance in reducing speeding on two urban highways. Drivers' speeds were measured using a concealed radar unit. During public posting, a large highway sign, which listed the percentage of drivers not speeding during the preceding week and the best record to date, was erected on each street. Use of the feedback sign alternated with periods of baseline and periods of increased police surveillance and ticketing. During increased police surveillance, highly visible, stationary police radar patrols were established along the highways for either 30 min or 60 min per day, 5 days per week. Results indicated that although public posting was highly effective in reducing the percentage of speeding drivers, increased police surveillance was not. Thus, since the feedback sign required only 30 min per week to maintain, public posting was at least 10 times more efficient in controlling speeding than was police surveillance and ticketing.
TL;DR: The research indicated that in terms of overselectivity, learning disabled children respond more like young, mildly retarded children than they do like nonhandicapped ones.
Abstract: Stimulus overselectivity, a phenomenon exhibited by autistic and institutionalized retarded individuals, was examined in mildly handicapped and nonhandicapped public school children. Subjects were 16 young, educable mentally retarded, 16 learning disabled, 15 nonhandicapped first- and second-graders, and 16 older, educable retarded students. The children were trained on a 3-component visual discrimination task and then tested on individual elements to determine which element or elements were controlling subject responses. Nine of the young educable mentally retarded children and eight of the learning disabled students showed some overselectivity. The majority of overselective retarded children were controlled by only one of the three components of the training cue, whereas the majority of the overselective learning disabled children responded to the discrimination task on the basis of two of the three components. No overselectivity was exhibited by the nonhandicapped students. All three cue components were also functional in controlling the responding of 14 of the 16 older retarded students, but two children were under the control of only one cue. The research indicated that in terms of overselectivity, learning disabled children respond more like young, mildly retarded children than they do like nonhandicapped ones. The demonstration of stimulus overselectivity in a sizable portion of a learning disabled sample may have implications for a more empirically based approach to this handicapped population.
TL;DR: Results indicated that neither feedback alone nor feedback plus educational signs reduced the amount of energy consumed by the elevators, but use of the door delay reduced consumption by one-third in all elevators.
Abstract: The effects of two different procedures for reducing elevator energy use were assessed using a multiple-baseline design. In the first procedure, feedback about the amount of energy consumed by the elevators each week was posted on each elevator door. Later, signs advocating the use of stairs to save energy and improve health were posted next to the feedback signs. In the second procedure, the time required to travel between floors was increased by adding a delay to the elevator door closing mechanisms. Results indicated that neither feedback alone nor feedback plus educational signs reduced the amount of energy consumed by the elevators. However, use of the door delay reduced consumption by one-third in all elevators.
A second experiment replicated the effect of the door delay on energy consumption and, in addition, demonstrated that the door delay also produced a reduction in the number of persons using the elevator. The second experiment also showed that, following an initial period during which a full delay was in effect, a gradual reduction of the delay interval resulted in continued energy conservation. Reduced convenience as a general strategy for energy conservation is discussed.
TL;DR: The results suggest that the Late timing of delayed reinforcement was an effective and efficient generalization-promotion technique for performances that did not generalize spontaneously.
Abstract: Delayed reinforcement, sometimes delivered just after the setting in which the critical behavior had occurred (Early), and sometimes delivered only after several further settings had been encountered (Late), was used to improve a variety of behaviors in seven preschool children, and to control their generalization. Performance of those behaviors was measured in two classroom settings: the Contingent setting, within which performance of the specified behavior determined the latter (Early or Late) reinforcement, and the Generalization setting, in which there were no experimental contingencies, immediate or delayed, for the performance of the same behavior. Performances by all children in the Contingent setting were controlled by delayed reinforcement, whether Early or late. All children showed consistent generalization from the Contingent setting to the Generalization setting during the Late condition, when reinforcement was delivered at the end of the school day. Generalization did not occur during the Early condition, when reinforcement was provided immediately after the Contingent setting (prior to the Generalization setting), unless that condition had been preceded by a Late condition (as it was for S6 and S7). The results suggest that the Late timing of delayed reinforcement was an effective and efficient generalization-promotion technique for performances that did not generalize spontaneously.
TL;DR: The results indicated that not only could this supposedly difficult skill be acquired by severely multihandicapped individuals, but that they could also generalize to other appropriate environments.
Abstract: This study demonstrates the acquisition and generalization of dart skills by three severely multihandicapped adults. The program took place in a community adult development center. By identifying the motor responses required to play darts, a 7-step task analysis was generated to facilitate instruction. Systematic training procedures using applied behavior analysis were implemented. A combination multiple baseline across subjects and changing criterion design was used. The results indicated that not only could this supposedly difficult skill be acquired by severely multihandicapped individuals, but that they could also generalize to other appropriate environments. Acquisition of this skill could help optimize their use of free time for leisure pursuits in a variety of settings.
TL;DR: Three moderately mentally retarded females ranging from 8 to 10 years of age were treated for long-standing fears and gains in the reduction of fears were maintained at the six month follow-up.
Abstract: Three moderately mentally retarded females ranging from 8 to 10 years of age were treated for long-standing fears. These children had refused to talk with or be in the same general vicinity of adults other than their parents, a few close family members, and to a lesser degree, their teacher. To establish an accurate criterion for successful performance on dependent measures, participants were matched on age, sex, and level of mental retardation with children having "normal" amounts of fear. Dependent measures included approaching and talking to strange adults as well as child ratings of overall fear. Participant modeling was given by the mother who provided a sufficient amount of physical and verbal prompts to ensure that an acceptable greeting of adults specified by the mother were made. These prompts were gradually faded out as treatment progressed. Treatment, which was given in a multiple baseline format across subjects, proved effective and gains in the reduction of fears were maintained at the six month follow-up.
TL;DR: Pre- and posttreatment data showed that all subjects exhibited lower plaque levels following the program, but that greater improvements were seen in patients who were exposed to the fee reduction contingency.
Abstract: This study examined the effects of reinforcement on compliance with an oral hygiene education program. Patients 18 years of age or older who enrolled in an ongoing program at a periodontal practice received 3-5 sessions of instruction in preventive dental care. Using a between-subjects design, patients who entered the program during alternating months also had a portion of their fees refunded contingent upon improvements in their dental plaque scores. Pre- and posttreatment data showed that all subjects exhibited lower plaque levels following the program, but that greater improvements were seen in patients who were exposed to the fee reduction contingency. Plaque scores taken at a 6-month follow-up revealed some relapse for the Fee Reduction subjects. However, their scores were still substantially better than pretreatment, and better than those of the Education only subjects, whose data differed little from untreated Controls. Methodological and practical issues related to behavioral research in preventive dentistry are discussed.
TL;DR: A program to involve institutional staff in developing manual sign language skills with profoundly retarded persons was evaluated and results indicated that all participating residents learned to communicate with signing during structured interactions on their living unit, and the skills maintained during follow-up assessments ranging from 39 to 49 weeks.
Abstract: A program to involve institutional staff in developing manual sign language skills with profoundly retarded persons was evaluated. In Experiment 1, six direct care staff, with close supervision, taught a small repertoire of signs to six profoundly retarded residents who had not benefited from previous training in vocal language. Training was conducted in a group format using instructions, modeling, manual guidance, contingent reinforcers, and feedback. During training, all residents learned to identify pictures of objects with manual signs. Generalization observations during unstructured times on the residents' living unit indicated that staff used their signing skills with the residents in addition to their vocal interactions but the residents did not increase their signing or vocalizing. In Experiment 2, the residents' skills in signing with real objects on their living unit as opposed to pictures of objects were evaluated and provided with additional training where necessary. Results indicated that all participating residents learned to communicate with signing during structured interactions on their living unit, and the skills maintained during follow-up assessments ranging from 39 to 49 weeks. Results are discussed regarding the variable generalization effects noted as well as the general benefits and disadvantages of teaching manual signing skills to profoundly retarded persons.
TL;DR: The data suggest that spaced responding DRL may be effective in increasing appropriate social behavior as well as in reducing stereotypic responding.
Abstract: Stereotypic responding and social behaviors of three profoundly retarded children were measured before and during application of a DRL contingency for stereotypic responding. A variant of the standard DRL procedure, spaced responding DRL, was used, in which reinforcement is delivered following a response if that response has been separated from the previous response by at least a fixed minimum time interval. Three children were treated by using a reversal design. Results showed that: (a) during baseline sessions, the children engaged in high rates of stereotypic responding and very low rates of appropriate social behavior; and (b) during DRL sessions, appropriate behavior increased markedly as stereotypic responding was reduced. The data suggest that spaced responding DRL may be effective in increasing appropriate social behavior as well as in reducing stereotypic responding.