Reduction of kindergarten children's disruptive behavior with delayed feedback and delayed contingent access to play

After measuring the amount of disruptive behavior exhibited by nine kindergarten children in a lunchroom, delayed feedback about the disruptive behaviors engaged in was given to each child after he left the lunchroom, but there were no additional differential consequences for any behaviors. This delayed feedback alone had little effect on the rates of disruptive behavior. When the delayed feedback was paired with contingent access to play, the rates of disruptive behaviors of six of the children was substantially reduced. A more elaborate form of feedback, still paired with contingent access to play, was later found to be effective in reducing the rates of disruptive behavior of the other three children. When contingencies and feedback were removed, the rates of disruptive behavior of the three children who required the extended feedback increased, but the rates of disruptive behavior for the other six children did not increase upon termination of contingencies and feedback. However, when disruptive behavior was differentially reinforced, the rates of disruptive behavior of all of the children increased.     

When questions change behavior: the role of ease of representation

In three experiments, we examined the mere-measurement effect, wherein simply asking people about their intent to engage in a certain behavior increases the probability of their subsequently engaging in that behavior. The experiments demonstrate that manipulations that should affect the ease of mentally representing or simulating the behavior in question influence the extent of the mere-measurement phenomenon. Participants who were asked about their intention to engage in various behaviors were more likely to engage in those behaviors than participants not asked about their intentions in situations in which mentally simulating the behavior in the intention question was relatively easy. We tested this ease-of-representation hypothesis using both socially desirable and socially undesirable behaviors, and our dependent variables comprised both self-reports and actual behaviors. Our findings have implications for survey research in various social contexts, including assessments of risky behaviors by public health organizations.     

The effects of experimenter's instructions, feedback, and praise on teacher praise and student attending behavior

Systematic use of experimenter's instructions, feedback, and feedback plus social praise was used to increase teacher praise for student attending behavior of three elementary school teachers. Experimenter's verbal interactions with teachers, teacher's verbal praise for student behaviors, and pupil attending behavior were recorded during baseline conditions. As the three successive experimental conditions were introduced first with Teacher A, then with Teacher B, in a multiple baseline design, behaviors of the experimenter, the two teachers, and eight students were measured and recorded. In the cases of Teachers A and B, experimental condition one (Instructions) and experimental condition two (Feedback) produced inconclusive results. Experimental condition three (Feedback Plus Social Praise) produced more teacher praise for student attending behavior. The entire "Package" of Experimenter's Instructions, Feedback, and Feedback Plus Social Praise was introduced to Teacher C in a single experimental condition. As in the cases of Teachers A and B, behaviors measured were: (1) the experimenter's verbal interactions, (2) the teacher's praise of students, and (3) the student's attending behavior. Introduction of the "Package" also produced more teacher praise for student attending behavior.     

Differential effects of omission contingencies on various components of Pavlovian appetitive conditioned responding in rats

Five experiments with rat subjects investigated the effects of omission and partial reinforcement contingencies on five individual behaviors evoked by visual and auditory conditioned stimuli paired with a food unconditioned stimulus. The effects of omission depended on the behavior on which that contingency was placed: One behavior was eliminated, one was unaffected, and three were reduced relative to the performance of yoked controls. Partial reinforcement resulted in lower frequencies of three behaviors and higher frequencies of two behaviors, compared with performance under consistent reinforcement. A partial reinforcement extinction effect was noted with one behavior but not with the others. These results are related to the possible role of instrumental conditioning contingencies in generating conditioned behavior in this appetitive conditioning preparation and to the independence of individual components of a complex conditioned response.     

Functional Analytic Psychotherapy for Nursing Home Residents: A Single-Subject Investigation of Session-by-Session Changes

Nursing home settings contain unique environmental factors that may promote the acquisition and maintenance of problematic interpersonal behaviors. Functional Analytic Psychotherapy (FAP) is a contextually-based behavior therapy that can be used to modify problematic interpersonal behaviors via carefully provided and contingent in-session responses of the therapist to client behaviors. Thus, FAP would appear to be a particularly well-suited intervention approach for nursing home residents. To date, the effects of FAP have not been reported for nursing home residents. The current single case study assessed the effects of FAP on three nursing home residents using a single-subject AB design. The AB design consisted of a 2-weeks baseline phase followed by a 4-week FAP treatment phase. The nursing home residents completed pre-treatment and post-treatment measures of interpersonal relating. Client interpersonal behaviors were also recorded during each session and coded into two categories: Maladaptive in-session behaviors and adaptive in-session behaviors. Using the reliable change index and Swanson’s dsw to evaluate questionnaire outcomes, results indicated that all three participants reported a significant change in interpersonal functioning. Analysis of in-session behavior indicated that there were significant decreases in maladaptive behaviors and an increase in adaptive behaviors for two clients. Finally, observed in-session behavior changes were congruent with self-reported changes in interpersonal behavior. These results indicate that FAP was an effective intervention for these nursing home residents.     

Reducing sedentary behavior: the relationship between park area and the physical activity of youth

This study was designed to determine whether the characteristics of the neighborhood environment are related to the substitution of physical activity for sedentary behavior among youth. Fifty-eight 8- to 15-year-old youth were studied in a within-subjects crossover design with three phases: baseline, increased sedentary behavior, and decreased sedentary behavior. The relations between changes in physical activity and design, diversity, and density attributes of the neighborhood environment were determined using random coefficient models. Compared with girls, boys showed greater increases in physical activity when sedentary behaviors were reduced and greater decreases in physical activity when sedentary behaviors were increased. Greater access to parks was associated with greater physical activity when sedentary behaviors were reduced.     

SOME STRUCTURAL ASPECTS OF DEVIANT CHILD BEHAVIOR1

Covariation within behavior repertoires of problem children were examined. Two boys, referred for psychological help, were observed both at school and at home for about 3 yr. A coded observation system permitted scoring of 19 child-behavior categories and six social-environment categories. After a two-month baseline, behavior categories were intercorrelated, demonstrating that each child showed a group of behaviors that covaried. These groupings were specific to the home and school settings. Contingency management procedures were then applied to each child's problem behaviors in one setting. Next, a reversal phase was instituted, followed by resumption of the initial contingency management phase. These three phases lasted seven months, until the end of the children's public school terms. Results showed that the baseline group of covarying behaviors continued to covary over the three experimental phases. The children then entered a remedial education setting for three summer months, and then returned to schools and were observed in follow-up for 2 yr. The baseline group of behaviors continued to covary during both phases. The behavior covariations could not be accounted for on the basis of temporal relationships between the behaviors and social environment categories. Although no behavior covariations extended across either child's home and school settings, contingency management procedures produced across-setting effects.     

Developing positive social-emotional behaviors: a study of training and generalization effects

Four handicapped children were taught four positive social-emotional behaviors: smiling, sharing, positive physical contacting, and verbal complimenting, using instructions, modelling, and praise. Rates of these behaviors were shown to increase in four trained subjects using a within-subject multiple-baseline experimental design. The generality of the behavior change was investigated by integrating three untrained subjects with the trained subjects in a setting free of adult-imposed contingencies and through a series of follow-up observations. Three trained subjects evidenced collateral increases in the generalization setting on at least one other behavior when training in smiling was conducted. One trained subject showed generalization session increases for each behavior when training was conducted to increase that behavior. All three untrained subjects demonstrated increased rates of smiling and sharing when interventions were conducted to increase those behaviors with the trained subjects. There was no appreciable generalization of verbal complimenting by either the trained or the untrained subjects. Both trained and untrained subjects generally maintained their increased rates of smiling, sharing, and positive physical contacting across four weeks of follow-up observations.     

The consultative merits of praise-ignore versus praise- reprimand instruction

The present study compared the effects of two behavior management strategies on three types of student behaviors (appropriate, off-task, and disruptive). One strategy involved the teacher's verbally praising appropriate behaviors while concomitantly ignoring disruptive behaviors. The other strategy involved verbally praising appropriate behaviors while concomitantly issuing soft reprimands for disruptive behaviors. Six junior high school students in two general science classes were selected for the study on the basis of their frequent disruptive behavior. College-trained observers recorded target student and teacher behaviors daily. A multiple baseline design with reversals was usedto ascertain the effectiveness of the treatments. The results showed that both the praise-ignore combination and the praise-soft reprimand combination were substantially superior to baseline conditions. However, more rapid and slightly greater improvement was achieved under the praise-soft reprimand combination than under the praise-ignore combination. In contrast, improvement in behavior diminished less rapidly in the reversals following the praise-ignore phases than in the reversals following the praise-soft reprimand phases.     

Behavior modification with culturally deprived school children: two case studies

Techniques of behavior modification were employed with two second-grade Negro girls in a demonstration school for culturally deprived children to increase the girls' appropriate classroom behaviors. A classification system that provided for continuous categorization of behavior was used to code the children's behavior in two classroom situations. Data were also taken on the type, duration, and frequency of the teachers' verbal interactions. The study included four conditions: Baseline, Modification I, Postmodification, and Modification II. The treatment variable was positive social reinforcement-attention and approval contingent upon desirable classroom behaviors-which was presented, withheld, or withdrawn (timeout from social reinforcement). Withholding of social reinforcement was contingent upon inappropriate attention-getting behaviors. Timeout from social reinforcement was contingent upon behaviors classified as aggressive and resistive. After 25 days of Modification I, desirable behavior increased markedly for each girl. The teachers were then asked to return to their Baseline level of performance. The resultant behaviors demonstrated that for one girl, behavior was still primarily under the control of the treatment contingencies. For the second child, many desirable behaviors that had increased in frequency during Modification I remained high, but inappropriate behaviors increased. When treatment was reinstated, the amount of time spent in desirable behaviors increased and remained high for both girls. Three checks during the three months following data collection showed that these behaviors continued to remain high.     

The “Ethical” Professor and the Undergraduate Student: Current Perceptions of Moral Behavior among Business School Faculty

A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. Of the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business.     

The Effects of a Self-Management Program in Reducing Off-Task Behavior

Two adolescents with learning disabilities were taught to use a self-management program to decrease off-task behavior in two general education classes and a study hall class. The self-management program included three components—a checklist, a behavior rating scale, and a self-monitoring form. A multiple baseline design was implemented across settings for each participant. The findings indicated that the self-management program was successful in all three settings in decreasing off-task behaviors. Additionally, the teacher ratings of student behavior were found to increase during self-monitoring, suggesting the overall behavior of the students improved during the self-management program. The results are discussed in terms of the novelty of using teacher ratings of student behavior to demonstrate a relationship between the implementation of the self-management program and teacher reports of changes in other classroom behaviors.     

Toilet training of normal and retarded children

Early elements in an operant chain of toilet behaviors were trained in three normal infants and five retarded children. Following that, eliminative behaviors were conditioned by operant procedures. Each child was equipped with an auditory signalling device that gave cues to the learner. Baseline behavior was recorded for a period of five days. The procedure for training consisted of two steps. First, a response was obtained through physical, verbal, and auditory prompts. Second, prompts were faded until the child responded in the presence of the auditory signal. When the device was removed the child performed without the auditory prompt. Parents were instructed in a similar procedure to enhance generalization in the home. Seven of the eight subjects reached a criterion and maintained that behavior during three criterion sessions.     

The role of body weight in resident-intruder aggression

The behavior of male NIH Swiss mice of various body weights in the resident-intruder test of aggression was investigated. Mice were housed individually for 10 days prior to the test, and allocated to six groups. In the first three groups body weights of residents and group-housed intruders were matched, and the animals were divided into light, average, or heavy groups. In the last three groups weights of the intruder mice were either matched with the residents, or intruders were lighter or heavier than the residents. We found that light residents spent significantly less time in aggressive behaviors and longer time in defensive behaviors than the other two groups. The heavy mice showed most social investigation. The body weights of intruders were also shown to affect the behavior in the test: those residents which had light opponents spent a longer time in aggressive behavior than those which had matched or heavy opponents. The resident mice with heavy opponents showed most defensive behaviors. To study whether pharmacological manipulation may have different effects on behavior in the resident-intruder test in mice having different weights, animals of light, average, and heavy body weight received a low dose (0.8 g/kg) of ethanol 30 min prior to the test. We did not note any effect of ethanol on aggressive behavior in the three groups. The results suggest that body weight plays a significant role in determining the level of aggression and defensive behaviors in the resident-intruder test.     

The relation of gender-role orientation to sexual experience among college students

This study examined the relations of gender and three aspects of gender roles — self concept, behavior, and sexual attitudes — to three aspects of sexual behavior — sexual experience, reasons for intercourse, and contraceptive use. Gender was strongly related to all three aspects of sexual behavior. For both men and women, sex role behaviors were related to sexual experience and to reasons for intercourse, but not to contraceptive use, and sex role self-concept was unrelated to any of the aspects of sexual behavior. The results indicate that sexual behavior is influenced both by societal gender role norms and by individual differences in the acceptance of those norms.     

The Effects of a Daily Behavior Report Card Intervention: Inclusion of a Peer Mediator

Daily Behavior Report Cards (DBRCs) have been found to decrease disruptive behaviors of children with attention-deficit/hyperactivity disorder, intellectual and developmental disorders, and typically developing students. However, although previous studies indicate that peers can assist with the implementation of a variety of interventions (e.g., Check in check out), teachers are often the implementer of DBRCs. In addition, it appears that no studies evaluating DBRCs have included a functional assessment. Thus, the purposes of this study were to assess the effects of a peer-mediated DBRC on disruptive classroom behaviors, determine whether peers could implement their portion of the intervention procedures with high integrity, and assess whether DBRC was effective independent of the functional reinforcer for disruptive behavior. In this study, peer-mediated DBRC led to a decrease in disruptive behavior and an increase in on-task behavior for all three target students who were at risk for EBD. The peer mediators also implemented the DBRC procedures with high integrity. Furthermore, DBRC was effective at suppressing disruptive behavior independent of their presumed functional reinforcer. However, it does appear that different portions of the intervention likely addressed the hypothesized functions of problem behaviors of all three participants.

     

Analysis of correlations between psychological factors and self-reported behavior of motorcyclists in Malaysia,depending on self-reported usage of different types of motorcycle facility

Segregated road lanes for motorcyclists are one of the practices implemented by the Malaysian authority to decrease the number of road crashes involving motorcycles. In this study, the motorcycle lanes are divided into three types, exclusive, inclusive, and paved shoulder. This study examined the correlations between motorcyclists’ psychological factors and their risky riding behaviors (speeding and neglecting to wear helmet), depending on self-reported usage of different types of motorcycle facilities. The psychological factors discussed in this study were: attitude, desire, perceived behavior control, moral obligation, perceived danger, fear of being caught, and perception of others’ behaviors toward the risky behaviors. Quantitative analyses, including Structural Equation Modeling, were used as the analytical tools. The results demonstrated the statistically significant relationship of exclusive road lanes’ usage on speeding behavior. However, no statistically significant correlation was found for segregated lanes’ usage on helmet wearing behavior. Psychological factors were found affecting the motorcyclists’ likelihood of performing the risky behaviors. However, these factors influence speeding and helmet wearing behavior differently. The study offers recommendations and theoretical contributions to explain the complex relationships among the uses of segregated lanes, riders’ psychological factors, and their risky behaviors.     

Human Intelligence After Removal of Cerebral Tissue from the Right Frontal LOBE

Present research explored the effect of conditioning history on the performance of imitative behaviors when a choice was given between a reinforced and a nonreinforced behavior or between two reinforced behaviors. The conditioning history consisted of exposure to a repeatedly demonstrated reinforced behavior (S^Dc). During subsequent choice presentations the S^Dc behavior was paired with a reinforced (S^Da) or nonreinforced (S-delta) alternative behavior. A multiple baseline design was utilized to control for the effect of the length of conditioning history. Six institutionalized retarded children served as subjects. The results indicated that the two subjects with no conditioning history imitated the S-delta behaviors as often as the S^Da behaviors and consistently more often than the S^Dc behaviors. In contrast, three of the four subjects who had the conditioning history imitated the S^Dc behaviors more often than both other behaviors and eventually stopped imitating the S-delta behavior. The fourth subject with a conditioning history did not show this response pattern, but showed a preference for imitating the last of two modeled behaviors. No systematic differences in imitative performance were observed between the two pairs of subjects with a conditioning history as a function of the length of conditioning history. The results suggest that the conditioning history may be largely responsible for the differential imitative performance of reinforced and nonreinforced behaviors.     

CLINICAL BEHAVIORAL PHARMACOLOGY: METHODS FOR EVALUATING MEDICATIONS AND CONTINGENCY MANAGEMENT

We evaluated methods for comparing the effects of dextroamphetamine (Dexedrine), thioridazine (Mellaril), and contingency management in the control of severe behavior problems. A reversal design was used in which medications were systematically titrated and assessed in unstructured as well as structured settings with three clients. Subsequently, behavioral procedures including timeout, differential reinforcement of other behavior, and visual screening, were used in a multiple-baseline design across settings. The assessment and design methods were useful in comparing the interventions. Dextroamphetamine decreased inappropriate behaviors and improved academic behaviors in one client, but no reliable effects were observed in the other two clients. Thioridazine was variable across clients, settings, behaviors, and dosages. Contingency management produced consistent decreases in inappropriate behaviors and small improvements in academic performance.     

OPERANT PROCEDURES AND THE COMATOSE PATIENT

Operant procedures were tested on three patients who had been in vegetative coma for 6 months, 10 months, and 38 months. A discrete trial procedure was used to test compliance to verbal requests for three behaviors for each patient, including lateral head movement or finger movement, eye focus or eye squeeze, and mouth movement. The design for each patient consisted of multiple baselines across three behaviors with a withdrawal phase and a reinstatement phase (ABAB) for one behavior. Baseline phases were followed by contingent music phases in which 15-second taped excerpts of patients' preferred music sounded immediately following the emission of targeted behaviors. The contingent music treatment affected all three behaviors for Patient 1, but was less effective for two out of three behaviors for the second and third patients who had been in coma for more extensive periods of time. Results are discussed in terms of the potential contributions of the use of operant assessment and treatment procedures in an area of medicine where they have not been used before.