MULTIPLE TREATMENT INTERFERENCE IN THE ALTERNATING TREATMENTS DESIGN AS A FUNCTION OF THE INTERCOMPONENT INTERVAL LENGTH

In experimental designs requiring the administration of more than one treatment to the same subject(s), the effect of one treatment may be influenced by the effect of another treatment (Campbell & Stanley, 1963), a phenomenon known as multiple treatment interference. We conducted two studies in which multiple treatment interference in an alternating treatments design was shown to be a function of the length of the intercomponent interval (ICI) separating treatment conditions. In the first study, we evaluated the effects of four different treatments on the mouthing of a severely retarded boy. Under a 1-min ICI no consistent differential responding to treatment was obtained. Differential responding emerged when the ICI was increased from 1 min to 120 min, thus suggesting multiple treatment interference in the lack of differential responding under a 1-min changeover interval. Functional control of the nondifferential and differential responding as a function of the ICI length was replicated in a reversal phase. In the second study, we compared two treatment procedures for the disruptive noncompliant behavior of a moderately retarded boy. Multiple treatment interference (i.e., the lack of differential responding) occurred with the 1-min intercomponent interval. An increase to a 120-min ICI again resulted in differential responding. A replication of multiple treatment interference by a reversal to a short interval phase was not achieved in the second subject. Results of this study support much of the basic literature on discrimination and multiple treatment interference. Major findings of this study are twofold: Multiple treatment interference can depend on the length of the changeover interval between treatments and multiple treatment interference can take the form of a lack of differential responding to various treatments. Implications for future research are discussed.     

GENTLE TEACHING AND APPLIED BEHAVIOR ANALYSIS: A CRITICAL REVIEW

In recent years, there has been a growing controversy surrounding gentle teaching. This paper explores the nature of this controversy with particular reference to the relationship between gentle teaching and applied behavior analysis. Advantages and disadvantages of this approach are discussed, and it is suggested that gentle teaching and applied behavior analysis need not be regarded as mutually exclusive approaches to working with persons with mental retardation.     

VISUAL SCREENING: AN ALTERNATIVE METHOD FOR REDUCING STEREOTYPIC BEHAVIORS

Visual screening, a mildly aversive response suppression procedure, was evaluated across two studies for its effectiveness in reducing topographically similar and dissimilar stereotypic behaviors of four developmentally disabled children. In the first study, a multiple baseline design across subjects and behaviors was used to assess the effectiveness of the procedure as a treatment for reducing the visual and auditory self-stimulatory responses of two 9-yr-old mentally retarded and behaviorally disturbed children. A multiple baseline design across subjects was used in the second study to evaluate the effectiveness of visual screening as a treatment for reducing stereotypic fabric pulling and self-mutilative ear bending, respectively, of two 13-yr-old mentally retarded, autisticlike adolescents. Long-term follow-up data for both studies were reported. The results suggested that visual screening was an easily administered, effective, and exceptionally durable treatment procedure for controlling a variety of stereotypic behaviors commonly associated with the developmentally disabled.     

AN EVALUATION OF THE RELATIVE EFFICACY OF AND CHILDREN'S PREFERENCES FOR TEACHING STRATEGIES THAT DIFFER IN AMOUNT OF TEACHER DIRECTEDNESS

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color‐ and object‐name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child‐led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher‐initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back‐up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color‐ and object‐name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence‐based values are discussed.     

THE EFFECTS OF RESPONSE INTERRUPTION AND REDIRECTION AND SERTRALINE ON VOCAL STEREOTYPY

Although response interruption and redirection (RIRD) has been shown to be successful in reducing vocal stereotypy, recent reports have suggested that selective serotonin reuptake inhibitors (SSRIs) may also reduce these behaviors. The purpose of the current investigation was to examine the effects of RIRD with and without sertraline on automatically maintained vocal stereotypy of a 4‐year‐old boy with autism. Results suggested that vocal stereotypy decreased when RIRD was implemented and that sertraline did not affect the participant's vocal stereotypy.     

THE EFFECTS OF MATCHED STIMULATION AND RESPONSE INTERRUPTION AND REDIRECTION ON VOCAL STEREOTYPY

Stereotypy has been classified as repetitive behavior that does not serve any apparent function. Two procedures that have been found to reduce rates of vocal stereotypy effectively are response interruption and redirection (RIRD) and noncontingent access to matched stimulation (MS). The purpose of the current study was to evaluate the effects of RIRD alone, MS alone, and MS combined with RIRD. One participant's results suggested similar suppressive effects on vocal stereotypy across treatment conditions. For the second participant, a slightly greater suppression of stereotypy was associated with MS + RIRD. In addition, both participants emitted a greater frequency of appropriate vocalizations in conditions with RIRD. Data suggest that the addition of MS might facilitate the implementation of RIRD in applied settings.     

AN ALTERNATING TREATMENTS COMPARISON OF ORAL AND TOTAL COMMUNICATION TRAINING WITH MINIMALLY VERBAL RETARDED CHILDREN

This study was a comparison of the effects of oral speech with total communication (speech plus sign language) training on the ability of mentally retarded children to repeat 4-word sentences. Three children were chosen who used single words to communicate but who did not combine words into complete sentences. Three sentence pairs were trained, with each pair having one sentence trained using oral methods and an equivalent one trained using the total communication approach. Both training procedures involved chaining sentence parts, reinforcement, and prompting. Oral methods involved presenting vocal stimuli and requiring vocal responses whereas total communication methods involved presenting vocal and signed stimuli and requiring vocal and signed responses. For the initial sentence pair with each child, an alternating treatments design was used to determine the relative efficacy of the two language training approaches. This was repeated with a second and third sentence pair using a multiprobe technique within a multiple baseline design. Results pointed to the superiority of the total communication approach in facilitating sentence repetition. Possible explanations of these results are offered and the utility of the alternating treatments experimental design is discussed.     

AN EVALUATION OF ORIENTATION AND ASSESSMENT EFFECTIVENESS IN THE WORK INCENTIVE PROGRAM

The purpose of this study was to evaluate the effectiveness of a Work Incentive (WIN) Orientation and Assessment Program which was designed to (a) assess enrollee attitudes and abilities, and (b) provide enrollee pre-employment test orientation. A sample of 155 WIN enrollees was divided into two groups; the experimental group received two weeks of orientation and assessment. Results were obtained by using two criteria: First, the number of terminations prior to completing the EDP was examined for each group, and second, the total number of referrals to each of three major components was examined. Findings revealed a significantly lower number of terminations among the experimental group, but did not yield any difference in the number of referrals per component. It is suggested that further studies of this type include a more refined measure of enrollee success and satisfaction in various WIN components.     

雏鸡左眼视剥夺不同时程后记忆形成过程与脑内Jun样蛋白表达差异的研究

本实验采用一次性味觉厌恶回避学习,研究２日龄雏鸡左眼视剥夺２４小时后的记忆形成过程,并与左眼视剥夺２小时后的记忆形成过程进行比较,同时利用免疫组化技术,观察并比较单眼视剥夺不同时程及单眼学习后Ｊｕｎ样蛋白在雏鸡脑内不同区域（ＨＶ和ＬＰＯ）的表达。结果表明：１．视剥夺左眼２４小时后对雏鸡的短时记忆、中时记忆和长时记忆均无明显影响,但中时记忆保持水平略低于双眼学习条件下的中时记忆保持水平。这与视剥夺２     

INTERACTION EFFECTS IN MULTIELEMENT DESIGNS: INEVITABLE,DESIRABLE, AND IGNORABLE

A single-subject design often used to compare the effectiveness of two or more independent variables (like treatment programs) is the multielement (alternating treatments or simultaneous treatments) design. Variants of this design approximate the concurrent comparison of the effects of two or more variables (or levels of variables) by programming the variables (or levels) in rapid alternation, typically across or within daily sessions. Properly combined with conventional reversal designs, these designs can also display a variety of interaction effects, some of them worrisome, others highly desirable for the future development of the field. A worrisome model is the possibility that when Treatment B alternates rapidly with Treatment C, the effects of each will not be the same as when each is the only treatment used. A desirable model is the use of the multielement design as a fast-paced component of an otherwise conventional reversal design examining contextual control of some relationship: the possibility that some behavior responds differently to Controlling Variables A and B in Context X than in Context Y. This second possibility opens single-subject designs to the more efficient examination of all interactive effects and is highly desirable, considering the prevalence and importance of interactions in determining the limits and the generality of currently understood behavioral phenomena.     

THE RELATIVE MOTIVATIONAL PROPERTIES OF SENSORY AND EDIBLE REINFORCERS IN TEACHING AUTISTIC CHILDREN

We compared the effects of sensory and edible reinforcers on resistance to satiation in three autistic children while learning visual discrimination tasks. Within-subject designs were used to compare a single sensory reinforcer with a single edible reinforcer and to compare multiple sensory reinforcers with multiple edibles. Results indicated that multiple sensory reinforcers maintained responding over more trials than did multiple edible reinforcers; however, the use of single sensory reinforcers and single edibles resulted in about equal numbers of trials to satiation. Both multiple and single sensory reinforcers produced higher percentages of correct responses than edible reinforcers. The findings are discussed in terms of the advantages of sensory reinforcers in teaching autistic children.     

影响视觉复合刺激中整体和局部性质加工的几种因素

文章研究了视知觉组织,空间位置不确定性和视野位置等因素对复合刺激中整体和局部性质加工的影响。实验发现,（１）当复合刺激呈现在白背景上时,反应时和干扰作用都表明复复合刺激中大图的加工优于小图,刺激位置的不确定削弱大图对小图的干扰作用;而当复合刺激呈现在由“＋”组成的背影或时,小图的加工优于大图,刺激位置的不确定延长分辩小图的ＲＴ;（２）与周国刺激相比,分辨视野中央的复合刺激的ＲＴ较短,这种影响对分辨     

早期ERP效应与视觉注意空间等级的脑调节机制

通过事件相关电位(ERP)记录研究注意的空间等级的脑内时程动态变化。视觉搜索任务的目标受不同大小提示范围的启动。提示范围增大时,识别目标的反应时延长,P1波幅增大而N1波幅减小,该效应在短间隔条件下尤为明显。P1增大反映了促进目标识别时,适当注意范围的空间等级变化需要额外的运算资源。而N1波幅减小则可能扩散了空间注意倾斜。研究结果提供了以下电生理学证据：注意空间等级的改变调节了早期视皮层的神经活动,并激活了视觉搜索中至少2个时间重叠的ERP成分。     

A COMPARISON OF PEER-DIRECTED AND TEACHER-DIRECTED EMPLOYMENT INTERVIEW TRAINING FOR MENTALLY RETARDED ADULTS

Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer-directed instruction, in which both participants were equally deficient in the target skills, with teacher-directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher-directed and peer-directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer-directed procedure involved considerably less staff time than did the teacher-directed procedure.     

初中教师教学有效性评价问卷的编制:以学生为评价主体的视角

在教学有效性的框架下,从学生评价的视角,编制了《初中生评价教师教学有效性问卷》。首先,在理论研究的基础上,通过项目的收集,结构化问卷调查,项目的重要性分析三个过程形成初测问卷。然后,进行初测问卷的施测,通过区分度分析和验证性因素分析删除项目,最终形成《初中生评价教师课堂教学效果问卷》的正式问卷。最后,对所编制的问卷的心理测量学指标进行了检验,结果表明该问卷具有良好的结构效度、交叉效度和较高的内部一致性信度。     

人眼深度运动知觉的研究

人类的深度运动知觉,是通过检测二维平面内的相对运动而形成的。本文在心理物理学实验基础上,揭示该机制的数学与生理学实现形式。视觉系统中存在对视平面内的相对运动敏感的神经元,构成深度运动的检测机制,产生单眼深度运动知觉与双眼深度运动知觉。在心理学上,视觉利用物体视角变化及大小知觉的恒常性判断深度运动。文中还初步讨论了人类的深度运动知觉与蜜蜂,家蝇等昆虫的深度运动知觉的区别。     

AN EVALUATION OF THE RELATIONSHIP BETWEEN RECEPTIVE SPEECH SKILLS AND EXPRESSIVE SIGNING

We examined the effects of receptive speech on the acquisition of manual signing among three mentally retarded children. In an alternating treatments design, we compared the acquisition of expressive signs that were, versus were not, in a child's receptive vocabulary. The children were trained via total communication in which pictorial referents were named during sign training. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. We conducted posttests to assess the stimulus control of signing and any changes in expressive and receptive signing and speech. Observed changes in performance could be accounted for by attention to aspects of the stimulus complex during training and functional equivalence of stimuli established by training.