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.     

Saying and doing: A contingency-space analysis

Correspondences between verbal responding (saying) and nonverbal responding (doing) may be organized in terms of the classes of verbal/nonverbal relations into which particular instances of verbal/nonverbal response sequences can enter. Contingency spaces, which display relations among events in terms of the probability of one event given or not given another, have been useful in analyses of nonverbal behavior. We derive a taxonomy of verbal/nonverbal behavior relations from a contingency space that takes into account two conditional probabilities: the probability of a nonverbal response given a verbal response and that probability given the absence of the verbal response. For example, positive correspondence may be said to exist as a response class when the probability of doing is high given saying but is otherwise low. Criteria for other generalized classes, including negative correspondence, follow from this analysis.     

Extending General Processing Tree Models to Analyze Reaction Time Experiments

General processing tree (GPT) models are usually used to analyze categorical data collected in psychological experiments. Such models assume functional relations between probabilities of the observed behavior categories and the unobservable choice probabilities involved in a cognitive task. This paper extends GPT models for categorical data to the analysis of continuous data in a class of response time (RT) experiments in cognitive psychology. Suppose that a cognitive task involves several discrete processing stages and both accuracy (categorical) and latency (continuous) measures are obtained for each of the response categories. Furthermore, suppose that the task can be modeled by a GPT model that assumes serialization among the stages. The observed latencies of the response categories are functions of the choice probabilities and processing times (PT) at each of the processing stages. The functional relations are determined by the processing structure of the task. A general framework is presented and it is applied to a set of data obtained from a source monitoring experiment. Copyright 2001 Academic Press.     

Evaluation of response blocking and re-presentation in a competing stimulus assessment

Competing stimulus assessments (CSA) have been used to identify stimuli that are associated with reduced levels of problem behavior, presumably as a function of reinforcer competition. Following a standard CSA in which stimuli simply were made available, 2 more CSAs were conducted with additional components designed to enhance reinforcer competition: re-presentation of stimuli and response blocking for self-injury. The results obtained from each CSA were validated in an extended treatment analysis. The study illustrates how the effects of additional components designed to enhance reinforcer competition can be evaluated efficiently in the context of a CSA.     

Choice probabilities and choice functions

Choice probabilities are basic to much of the theory of individual choice behavior in mathematical psychology. On the other hand, consumer economics has relied primarily on preference relations and choice functions for its theories of individual choice. Although there are sizable literatures on the connections between choice probabilities and preference relations, and between preference relations and choice functions, little has been done—apart from their common ties to preference relations—to connect choice probabilities and choice functions. The latter connection is studied in this paper. A family of choice functions that depends on a threshold parameter is defined from a choice probability function. It is then shown what must be true of the choice probability function so that the choice functions satisfy three traditional rationality conditions. Conversely, it is shown what must be true of the choice functions so that the choice probability function satisfies a version of Luce's axiom for individual choice probabilities.     

A short-term group treatment model for gay male survivors of childhood sexual abuse living with HIV/AIDS

HIV-positive gay male survivors of childhood sexual abuse (CSA) face three layers of trauma: childhood abuse, homophobic oppression, and HIV/AIDS. Additionally, CSA has been shown to increase HIV risk behavior among gay men, and the trauma of HIV infection often parallels the experience of CSA. Effective coping strategies are particularly important for people living with HIV/AIDS in order to adapt to physical, psychological, and social implications of infection. However, coping strategies once adaptive in the context of CSA may become maladaptive in adulthood. Interventions are needed that enhance coping and address CSA for survivors living with HIV/AIDS to protect their own health and to prevent new transmissions. This article presents a group model found to be efficacious for treating gay male survivors of CSA living with HIV/AIDS.     

Preliminary investigation of two functional assessment methods for people with dementia: Effectiveness and acceptability

Many functional assessment procedures have been developed and validated for use with people with intellectual and developmental disabilities. However, there is a paucity of research exploring the utility and social acceptability of functional assessment methods for people with dementia. We conducted direct observations in the natural environment to produce data for conditional probability analyses and an experimental functional analysis of the behavior of two women with dementia. We found that the conditional probability analysis yielded similar conclusions about function as the data from the experimental functional analysis for both participants. Importantly, staff rated the direct observations as more socially acceptable. We also report barriers to conducting both methods in older adult settings that warrant further exploration, including the use of the assessments with people with dementia and intact vocal verbal repertoires.     

Hierarchial chunking in sentence processing

In order to evaluate a left-to-right hierarchical chunking model of sentence perception, Johnson’s Hierarchical Clustering Scheme (HCS) technique was applied to data obtained from sentence intelligibility tests. One hundred and twenty Ss listened to sentences disturbed by white noise. After each presentation they wrote down what they had heard. For each sentence, a table of conditional probabilities p(j/i) was computed, where p(j/i) is the probability that word j had been correctly identified. given correct identification of word i. This was done for all i’s and j’s from the sentence. HCS analysis of the off-diagonal submatrices for which words i precede words j (“forward conditional probabilities ”) yielded satisfactory results. Apparently there is a latent hierarchical structure to these data. The large chunks that appear from these analyses do generally correspond to major syntactic constituents. Minor constituents, however, are very often not reflected in the chunking pattern.     

Increasing item engagement and decreasing automatically reinforced problem behavior within a modified competing stimulus assessment

A competing stimulus assessment (CSA) is commonly used to identify leisure items for use in treatments designed to decrease automatically reinforced problem behavior. However, this type of assessment may not yield useful information if participants do not readily engage with leisure items. The purpose of this study was to evaluate a modified CSA that included additional treatment components (i.e., prompting, prompting plus differential reinforcement of alternative behavior). The modified CSA identified the treatment components and leisure items that were most effective for increasing leisure-item engagement and decreasing problem behavior for each participant. Modified CSA outcomes maintained during an extended treatment analysis in a natural setting and when intervention components were faded.     

The good, the bad, and the aggregate

To evaluate progress and focus goals, scientific disciplines need to identify relations that are robust across many situations. One approach is the literature review, which characterizes generality across studies. Some writers (e.g., Baron & Derenne, 2000) claim that quantitative literature reviews, but not narrative reviews, violate the methodological precepts of behavior analysis by pooling data from nonidentical studies. We argue that it is impossible to assess generality without varying the context in which relationships are studied. Properly chosen data-aggregation strategies can reveal which behavior-environment relations are general and which are procedure dependent. Within behavior analysis, reluctance to conduct quantitative reviews may reflect unsupported assumptions about the consequences of aggregating data across studies. Whether specific data-aggregation techniques help or harm a research program is an empirical issue that cannot be resolved by unstructured discussion. Some examples of how aggregation has been used in identifying behavior-environment relations are examined.     

Solving probabilistic and statistical problems: a matter of information structure and question form

Is the human mind inherently unable to reason probabilistically, or is it able to do so only when problems tap into a module for reasoning about natural frequencies? We suggest an alternative possibility: naive individuals are able to reason probabilistically when they can rely on a representation of subsets of chances or frequencies. We predicted that naive individuals solve conditional probability problems if they can infer conditional probabilities from the subset relations in their representation of the problems, and if the question put to them makes it easy to consider the appropriate subsets. The results of seven studies corroborated these predictions: when the form of the question and the structure of the problem were framed so as to activate intuitive principles based on subset relations, naive individuals solved problems, whether they were stated in terms of probabilities or frequencies. Otherwise, they failed with both sorts of information. The results contravene the frequentist hypothesis and the evolutionary account of probabilistic reasoning.     

Are choices based on conditional or conjunctive probabilities in a sequential risk-taking task?

In this study, we examined participants' choice behavior in a sequential risk-taking task. We were especially interested in the extent to which participants focus on the immediate next choice or consider the entire choice sequence. To do so, we inspected whether decisions were either based on conditional probabilities (e.g., being successful on the immediate next trial) or on conjunctive probabilities (of being successful several times in a row). The results of five experiments with a simplified nine-card Columbia Card Task and a CPT-model analysis show that participants' choice behavior can be described best by a mixture of the two probability types. Specifically, for their first choice, the participants relied on conditional probabilities, whereas subsequent choices were based on conjunctive probabilities. This strategy occurred across different start conditions in which more or less cards were already presented face up. Consequently, the proportion of risky choices was substantially higher when participants started from a state with some cards facing up, compared with when they arrived at that state starting from the very beginning. The results, alternative accounts, and implications are discussed.     

RIND, TROMOVITCH, AND BAUSERMAN: POLITICALLY INCORRECT—SCIENTIFICALLY CORRECT

Conclusion The Rind et al. study of the impact of CSA among college students is politically incorrect but scientifically correct. It has a number of important implications for the research and practice communities. Among the more important is the need to stop exaggerating the negative impact of, adult/nonadult sexual behavior, as suggested earlier by both Browne and Finkelhor and by Seligman. Another important implication is for conducting research that does not approach the issue of adult/nonadult sexual behavior with a political ideology as often has been the case thus far. And finally it is time to stop the common practices of 1) assuming that CSA causes psychological harm, and 2) routinely recommending psychotherapeutic intervention.     

Understanding conditional probabilities

In two experiments, subjects were asked to judge whether the probability of A given B was greater than, equal to, or less than the probability of B given A for various events A and B. In addition, in Experiment 2, subjects were asked to estimate the conditional probabilities and also to calculate conditional probabilities from contingency data. For problems in which one conditional probability was objectively larger than the other, performance ranged from about 25–80% correct, depending on the nature of A and B. Changes in the wording of problems also affected performance, although less dramatically. Patterns of responses consistent with the existence of a causal bias in judging probabilities were observed with one of the wordings used but not with the other. Several features of the data suggest that a major source of error was the confusion between conditional and joint probabilities.     

Measuring local context as context–word probabilities

Context enables readers to quickly recognize a related word but disturbs recognition of unrelated words. The relatedness of a final word to a sentence context has been estimated as the probability (cloze probability) that a participant will complete a sentence with a word. In four studies, I show that it is possible to estimate local context-word relatedness based on common language usage. Conditional probabilities were calculated for sentences with published cloze probabilities. Four-word contexts produced conditional probabilities significantly correlated with cloze probabilities, but usage statistics were unavailable for some sentence contexts. The present studies demonstrate that a composite context measure based on conditional probabilities for one- to four-word contexts and the presence of a final period represents all of the sentences and maintains significant correlations (.25, .52, .53) with cloze probabilities. Finally, the article provides evidence for the effectiveness of this measure by showing that local context varies in ways that are similar to the N400 effect and that are consistent with a role for local context in reading. The Supplemental materials include local context measures for three cloze probability data sets.     

Equivalence relations and the reinforcement contingency

Where do equivalence relations come from? One possible answer is that they arise directly from the reinforcement contingency. That is to say, a reinforcement contingency produces two types of outcome: (a) 2‐, 3‐, 4‐, 5‐, or n‐term units of analysis that are known, respectively, as operant reinforcement, simple discrimination, conditional discrimination, second‐order conditional discrimination, and so on; and (b) equivalence relations that consist of ordered pairs of all positive elements that participate in the contingency. This conception of the origin of equivalence relations leads to a number of new and verifiable ways of conceptualizing equivalence relations and, more generally, the stimulus control of operant behavior. The theory is also capable of experimental disproof.     

The assessment of child sexual abuse allegations: using research to guide clinical decision making

As reports of child sexual abuse (CSA) have risen, greater attention has been focused on how clinicians evaluate allegations of abuse. A common theme in the CSA assessment literature is to encourage comprehensive, multimodal assessments. This recommendation, however, is rarely accompanied by suggestions regarding how clinicians might integrate and differentially weight the information gathered. The present article is designed to address the issue of which sources of information clinicians should rely upon when conducting CSA assessments. Specifically, the commonly used indicators and procedures for assessing allegations of abuse are identified and then examined in light of their respective empirical literatures. It is concluded that medical examinations and the child's report are among the best sources of information, and should therefore be most heavily relied upon to arrive at accurate decisions. Clinicians are encouraged to adopt the mind set of a scientist conducting an a priori, hypothesis-driven research investigation. This approach should help clinicians avoid the temptation of post hoc analyses that reflect personal biases more than the actual data. © 1998 John Wiley & Sons, Ltd.