A PRELIMINARY ANALYSIS OF INTERACTIVE EFFECTS BETWEEN COMMON CLASSROOM CONTINGENCIES AND METHYLPHENIDATE

To assess the drug—behavior interaction effects with an 8-year-old boy with attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. placebo) were alternated across days. The results suggested that peer attention maintained disruptive behavior when methylphenidate was absent but not when it was present.     

TOWARD A FUNCTIONAL ANALYSIS OF SELF-INJURY

This study describes the use of an operant methodology to assess functional relationships between self-injury and specific environmental events. The self-injurious behaviors of nine developmentally disabled subjects were observed during periods of brief, repeated exposure to a series of analogue conditions. Each condition differed along one or more of the following dimensions: (1) play materials (present vs absent), (2) experimenter demands (high vs low), and (3) social attention (absent vs noncontingent vs contingent). Results showed a great deal of both between and within-subject variability. However, in six of the nine subjects, higher levels of self-injury were consistently associated with a specific stimulus condition, suggesting that within-subject variability was a function of distinct features of the social and/or physical environment. These data are discussed in light of previously suggested hypotheses for the motivation of self-injury, with particular emphasis on their implications for the selection of suitable treatments.     

TRANSFORMATIONAL LEADERSHIP THEORY: USING LEVELS OF ANALYSIS TO DETERMINE BOUNDARY CONDITIONS

The purpose of this study was to refine understanding of transformational leadership theory by a specification and test of boundary conditions. Multiple levels of analysis (individual, dyad, and group) were used to identify conceptually and assess empirically the potential bounds on transformational leadership theory. Multi-source data were collected from a sample of 105 salespersons and their 33 sales supervisors, and within and between analysis (WABA) procedures were conducted. Contrary to higher-level (dyad, group) and cross-level assertions in the literature, transformational leadership results were based solely on individual differences. That is, in this sales setting, transformational leadership theory was determined to be an individual-level theory bounded by individuals' (superiors' and subordinates') perceptions and not holding at higher levels of analysis. Implications of the findings for future leadership research and practice are discussed.     

FUNCTIONAL ANALYSIS AND TREATMENT OF ELOPEMENT ACROSS TWO SCHOOL SETTINGS

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed.     

FUNCTIONAL ANALYSIS OF SEPARATE TOPOGRAPHIES OF ABERRANT BEHAVIOR

We conducted a functional analysis of distinct topographies of aberrant behavior displayed by 4 clients. We first analyzed the behaviors in an aggregate fashion and then separated the behaviors to formulate hypotheses about the maintaining variables for each behavior. The procedures were used in a two-phase experiment. During Phase 1, two extended functional analyses were completed, one in an inpatient unit and one in a special education classroom. During Phase 2, two brief functional analyses were completed in an outpatient clinic. Results indicated that hypotheses of separate functions for distinct behaviors can be generated using both extended and brief functional analyses when the results are graphed in the aggregate and are separated by response topography. The results also suggest that these methods can improve the accuracy of data interpretation and treatment selection.     

Toward a Methodology of Experimental Analysis and Treatment of Aberrant Classroom Behaviors

A behavior analytic methodlogy for linking assessment and intervention for aberrant classroom behavior is presented. This methodology assists the behavioral consultant and classroom teacher in looking at the environmental variables that support undesirable behavior in three ways: structurally, functionally, or through some combination of the two approaches. Treatment strategies arising from the analysis may then be implemented. The methodology consists of the following steps: (a) problem identification, (b) data collection to generate hypotheses, (c) formulation of hypotheses regarding structural and functional relations, (d) design of analogue conditions to test the hypotheses, (e) conducting the analysis, and (f) treatment development and evaluation. An example of a structural analysis and treatment of the stereotypic behavior of an 8-year-old girl functioning in the severe-profound range of mental retardation conducted by her teacher in a special education classroom is presented.     

AN EMPIRICAL EXAMINATION OF POSTTRAINING ON-THE-JOB SUPPLEMENTS FOR ENHANCING THE EFFECTIVENESS OF INTERPERSONAL SKILLS TRAINING

This study examined the impact of 2 posttraining on-the-job supplements to a training program focused on interpersonal skill development for newly hired managers—self-coaching and upward feedback. Utilizing a sample of 87 trainees from 75 units of a national restaurant chain, the impact of these supplements was assessed by examining posttraining performance across 4 training conditions in a quasi-experimental framework: (1) classroom training only, (2) classroom training with self-coaching, (3) classroom training with upward feedback, and (4) classroom training with self-coaching and upward feedback. The results demonstrated that both supplements are useful extensions to formal classroom training for enhancing trainees' interpersonal performance. These findings are discussed along with directions for future training effectiveness research.     

Conserving time in the classroom: the clicker technique

Any technique that conserves classroom instructional time without sacrificing the amount learned is of great educational value. This research compared a laboratory analogue of the clicker technique to analogues of other classroom pedagogical methods that all involve repeated testing during teaching. The clicker analogue mimics the classroom practice of dropping material that is understood by the majority of the class, as revealed by testing with clicker questions, from further lecture. A fact learning and retrieval paradigm was used, in which college students learned facts about unfamiliar countries. Compressing instruction time based on group-level performance produced as much learning as no compression and as compression based on individual-level performance. Results suggest that the clicker technique is an efficient and cost-effective method of conserving instructional time without loss of amount learned.     

TRUTH CONDITIONS OF TENSED SENTENCE TYPES

Quentin Smith has argued that the new tenseless theory of time is faced with insurmountable problems and should be abandoned in favour of the tensed theory of time. Smith;s main argument attacks the fundamental premise of the tenseless theory: that tenseless truth conditions for tokens of tensed sentences adequately capture the meaning of tensed sentences. His position is that tenseless truth conditions cannot explain the logical relations between tensed sentences, thus the tensed theory must be accepted. Against Smith, this paper adopts an alternative approach to the explanation of the entailment relations between sentences which contain indexicals. The approach drops the reliance upon tokens and instead relies on the evaluation of sentence types with respect to a context rather than upon actual or possible utterances of tokens of the types. This (new) version of the tenseless theory of time can adequately explain the relevant entailment relations between tensed sentences.     

AN EXPERIMENTAL ANALYSIS OF SOCIAL INTERACTION BETWEEN A BEHAVIORALLY DISORDERED PRESCHOOL CHILD AND HER CLASSROOM PEERS1

The social interaction between a behaviorally disordered preschool child and her classroom peers was measured under two conditions of contingent adult attention: (1) verbal praise and physical contact directed to the target subject's peers for appropriate interaction with the target subject, and (2) verbal praise and physical contact directed specifically to the target subject for engaging in appropriate interaction with peers. Continuous measures of interactive behavior were made during baseline, intervention, and return to baseline conditions. Results indicated that application of experimental contingencies to peers (Condition 1) rapidly increased appropriate social behaviors by the peers and also by the target subject. When experimental contingencies were applied to the target subject (Condition 2), a similar increase in appropriate social behaviors was noted for both the target subject and the peers. Additionally, during Conditions 1 and 2 the recipient(s) of contingent adult attention initiated more appropriate social contacts than did the interacting partner(s).     

A PHYSIOGNOLINGUISTIC APPROACH TO READING ASSESSMENT: AN ALTERNATE FORM OF MISCUE ANALYSIS

This article is a good natured parody of an area of controversy, informal classroom reading assessment, which has been receiving a great deal of journal coverage in recent years. Any similarity between this article and actual research being conducted is completely gratuitous.     

Further analysis of the separate and interactive effects of methylphenidate and common classroom contingencies

We evaluated separate and interactive effects between common classroom contingencies and methylphenidate (MPH) on disruptive and off-task behaviors for 4 children with a diagnosis of attention deficit hyperactivity disorder. Analogue conditions consisting of contingent teacher reprimands, brief time-out, no interaction, and alone were conducted in a multielement design. Medication status (MPH or placebo) was alternated across days in a superordinate multielement design. Results indicate that (a) the behavioral effects of MPH were influenced by one or more of the analogue conditions for each participant, and (b) time-out was associated with zero or near-zero levels of both disruptive and off-task behavior for 3 of the 4 participants during MPH and placebo conditions. Implications for the clinical effectiveness of MPH and possible behavioral mechanisms of action of MPH in applied settings are discussed.     

TREATMENT OF VOCAL STEREOTYPY IN AN ANALOGUE AND CLASSROOM SETTING

Vocal stereotypy is commonly seen in individuals diagnosed with autism. Vocal stereotypy maintained by automatic reinforcement may prove challenging to treat because of difficulty controlling access to the reinforcer for the behavior. Although previous research has shown reductions in vocal stereotypy using noncontingent reinforcement with and without a response cost component, these types of interventions may not be feasible in the natural environment. The present study presents a treatment package, conducive to the natural environment, consisting of a token economy with a response cost to reduce vocal stereotypy in a male adolescent with autism. Vocal stereotypy was reduced to near zero levels in both an analogue and classroom setting. Copyright © 2012 John Wiley & Sons, Ltd.     

TRAINING PROSOCIAL BEHAVIORS TO YOUNG CHILDREN: AN ANALYSIS OF RECIPROCITY WITH UNTRAINED PEERS

We examined the effects of a social skills training package on the play behaviors of three young girls. Two children were taught to invite their peers to play and to use social amenities during their conversations with other children. A combined reversal and multiple baseline across responses design demonstrated that both children directed more social behaviors to their classroom peers after training and that these two children's play invitations were maintained in the later absence of experimental contingencies. In addition, both target children received a greater number of play invitations from their peers during the free play periods. In contrast, a third child's play invitations were not reciprocated by peers; her invitations subsequently decreased in rate after training was discontinued. An interdependent group contingency produced a reciprocal exchange of invitations between this child and her classroom peers. A reversal design demonstrated partial maintenance of subject-peer exchanges after the group intervention was discontinued. The results obtained with the three target children suggest that peer reciprocity may facilitate the maintenance of children's play invitations over time.     

THE DIFFERENTIAL EFFECTS OF TEACHER AND PEER ATTENTION ON THE DISRUPTIVE CLASSROOM BEHAVIOR OF THREE CHILDREN WITH A DIAGNOSIS OF ATTENTION DEFICIT HYPERACTIVITY DISORDER

We conducted functional analyses of classroom disruption during contingent teacher and peer attention conditions for 3 children with attention deficit hyperactivity disorder. Attention provided by peer confederates appeared to function as a distinct form of positive reinforcement for all 3 children.     

ANALYSIS OF THE EFFECTS OF TASK PREFERENCES,TASK DEMANDS,AND ADULT ATTENTION ON CHILD BEHAVIOR IN OUTPATIENT AND CLASSROOM SETTINGS

Two studies were conducted with children who displayed behavior problems to evaluate the effects of task preference, task demands, and adult attention on child behavior. In Study 1, we conducted brief functional analyses in an outpatient clinic to identify variables that facilitated appropriate behavior. For 8 of 10 children, distinct patterns of performance occurred; 3 children displayed improved behavior with changes in task demands, 1 child displayed improved behavior with a preferred task, and 4 children displayed improved behavior with changes in adult attention. In most cases, the children's parents carried out the assessments with adequate procedural integrity. In Study 2, we applied similar assessment methods to a classroom setting over an extended period of time. We identified independent variables controlling appropriate, on-task, and academic behavior for 2 children on two tasks, with slightly different treatment procedures across tasks for both children. In addition, the results of brief functional analyses for both children corresponded to the extended classroom assessments.     

A CLASSIFICATION SCHEME OF SOCIAL CONDITIONS OF REINFORCEMENT WITHIN GROUP OPERANT SYSTEMS1

Many different reinforcement contingencies are found in group operant systems, such as token economies and point systems. Some systems use group contingencies in which the reinforcement of any one participant may depend on the behavior of some other group member. Other programs are individual, in that participants earn reinforcers dependent only on their own behavior. The various possible arrangements of people and their response requirements are labelled “social conditions of reinforcement” in this paper. Previous attempts at classification have failed to categorize the variety of social conditions of reinforcement. In addition, some conditions that may produce behaviorally different effects have not been separated. The present paper classifies the social conditions of reinforcement found in applied programs in a three-dimensional scheme. The efficacy of the three major dimensions—reinforcing agent, recipient response requirement, and group response requirement—is supported by clinical and research data. The reinforcing agent dimension refers to the person(s) who dispenses reinforcers to group members. This major dimension is further subdivided: one or several agents may be either designated or nondesignated. Recipients are the group members who receive reinforcement. This dimension is also subdivided: one or several recipients in a social condition of reinforcement may obtain reinforcers either contingently or noncontingently. The group response requirement is a criterion that must be satisfied before any group participant is eligible for reinforcement. Some systems have no group requirement, and others have a group requirement that must be met by some designated or nondesignated participant(s). Supportive references and examples are given in the explanation of each dimension and subdimension. The behavioral impact of the various categories is emphasized. For all major dimensions, applied implications and research suggestions are discussed. Concluding remarks center on the utility of the present scheme, the classification of operant procedures other than positive reinforcement, and both theoretical and applied issues requiring further study (e.g., the long-term effects of participation in group contingencies).     

Training teachers in behavioral consultation and therapy: An analysis of verbal behaviors

This study evaluated the relative effectiveness of two teacher-training packages under two analogue consultation conditions in a 2 × 2 completely randomized factorial design. The subjects were 56 elementary school teachers in an urban school district in Arizona. The conditions included a training package of classroom behavior modification and consultation, a training package of consultative service procedures, and general multidisciplinary team processes (a nonspecific control). The consultation conditions included one variant in which very specific consultant questions were presented, and a second in which much more general, somewhat vague, consultant elicitors were presented to subjects in problem-identification, problem-analysis, and problem-evaluation behavioral consultation analogue interviews. The effectiveness of these training packages was evaluated in respect to knowledge of behavior modification principles and concepts, and the frequency of specific categories of consultee verbal behaviors. The results indicated that the experimental training package was effective in increasing teachers' knowledge of behavioral procedures and in increasing the frequency of teacher verbalization regarding overt child behaviors and behavioral intervention plans during the problem identification and problem analysis phases of consultation. It was also found that even after training, specific consultant questions were important in eliciting consultee statements related to environmental conditions surrounding behavior. The use of more general consultant verbal behaviors resulted in significantly more vague, unspecified, and irrelevant types of consultee verbalizations. Implications for future research are discussed.