STIMULUS FADING AND TRANSFER IN THE TREATMENT OF SELF-RESTRAINT AND SELF-INJURIOUS BEHAVIOR

We conducted several manipulations of mechanical restraint properties during the course of treatment for two profoundly retarded adolescents who exhibited both self-restraint and self-injurious behavior. In study 1, a combination of prompting, differential reinforcement, and stimulus fading reduced one subject's self-restraint, which consisted of holding rigid tubes on his arms. Subsequently, stimulus control of both self-restraint and self-injurious behavior was transferred to tennis wrist bands. In study 2, a second subject's self-restraint—placing his hands in his pants—was immediately eliminated by the use of air splints. Additionally, differential reinforcement and air-pressure fading resulted in the complete mobility of his arms and a substantial increase in appropriate behaviors. Results of this investigation suggest that stimulus fading and transfer may be valuable components in the elimination of self-restraint.     

INCREASING APPROPRIATE SPEECH IN A CHRONIC SCHIZOPHRENIC

In a severely withdrawn schizophrenic, a combination of instructions, modeling, informational feedback, and noncontingent reinforcement was associated with a low rate of appropriate verbalizations. However, an increase in speech output was obtained using a combination of instructions, modeling, informational feedback, and contingent reinforcement. The design of this study thus permitted the conclusion that contingent reinforcement was crucial in bringing about the increase in appropriate verbalizations. The three verbal behaviors that increased in frequency were: (a) the number of socially appropriate words emitted, (b) declarative statements, and (c) appropriate replies to questions. The verbal behaviors of conversational questions and positive conversational feedback failed to be significantly affected by the experimental procedures. An attempt was also made to establish whether having the subject engage in the observable, information-gathering response of reading aloud would result in increased speech output during a subsequent conversation period. Having the subject read aloud failed to have any discernible positive effect on his speech output. A withdrawal design was used to evaluate the effectiveness of the experimental procedures. The importance of assessing changes in verbal output with a variety of verbal response measures, stereotyped verbal behaviors, and carryover effects are discussed.     

SOCIAL-SKILLS TRAINING TO MODIFY ABUSIVE VERBAL OUTBURSTS IN ADULTS

Social-skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors—looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role-played situations. Social-skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple-baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role-played with the original respondent, (2) training and novel scenes role-played with a different respondent, and (3) interpersonal situations on the hospital ward.     

ESTABLISHMENT OF NONDELUSIONAL RESPONSES IN A SOCIALLY WITHDRAWN CHRONIC SCHIZOPHRENIC1

Multiple treatment interventions including instructions, modelling, timeout, avoidance of repetition, and reinforcement were successful in establishing factual answers to personal background questions in a withdrawn and socially unresponsive chronic schizophrenic. The subject had previously persisted in giving only delusional responses to these questions. A multiple-baseline design across verbal replies to personal background questions demonstrated that the changes in behavior were brought about by the treatment interventions. During baseline, the subject was reinforced for any response to four questions. The experimental interventions were then introduced for the first question and moved sequentially to an additional question when the subject's responses reached the criterion of at least 80% correct for two consecutive sessions. Introduction of the experimental interventions produced an increase from a baseline level of zero to at least 80% correct for each question. The use of the token reinforcement procedure was faded out after the subject was able to answer all four questions correctly at least 80% of the time for two consecutive sessions. Fading of the token reinforcement procedure was accomplished by using increasingly intermittent schedules of token reinforcement during the last seven sessions. In the final session, no tokens were used to reinforce the subject's responding. Nine-, ten-, and 12-month followup interviews were conducted to evaluate the maintenance of treatment gains. Maintenance was found to be complete at the nine- and 10-month followups, but at the 12-month followup interview, the subject answered one question incorrectly. This study replicates an investigation previously reported in this journal.     

The Relative Effects of Verbal and Nonverbal Behavior,Appearance, and Social Skills on Evaluations Made in Hiring Interviews1

One hundred and two student volunteers were randomly assigned to either a lecture format interview training session or a no training condition. All subjects also completed a standardized measure of social skills. Each subject was then videotaped in a mock hiring interview. Groups of judges viewed the videotaped interviews and evaluated each subject's interview performance. Subjects were also rated on physical attractiveness and dress. Finally, a significant positive and negative verbal statements and a numbre of nonverbal cues occuring during the interviews were tallied. There were no significant effects for training on interview performance. The judges' evaluations were most strongly influenced by subjects' verbal behavior and appearance. Implications for interview training and interview evaluation processes are discussed.     

RELATIVE CONTRIBUTIONS OF VERBAL, ARTICULATIVE, AND NONVERBAL COMMUNICATION TO EMPLOYMENT DECISIONS IN THE JOB INTERVIEW SETTING

Recruiter ratings of 338 on-campus interviews were used in a discriminant analysis procedure to determine the relative importance of the verbal, articulative, and nonverbal dimensions of communication during the job interview. Correlation of seven variables with the discriminant function indicated that appropriateness of content, fluency of speech, and composure were of greatest importance in contributing to a favorable employment decision. These findings were contrary to the recent literature which has emphasized the importance of nonverbal behavior. Implications for job-interview skills training are discussed, and suggestions for a comprehensive workshop model are presented.     

PREPARATION FOR EFFECTIVE SELF-REGULATION: THE DEVELOPMENT OF GENERALIZED VERBAL CONTROL

A correspondence training procedure was used to develop consistency between children's verbalizations and their subsequent behavior across increasingly remote settings and time. The interval of time between the verbalizations and the opportunity to engage in several target behaviors was systematically increased across four preschool settings. Probes of generalized verbal control of home behaviors were conducted throughout training and showed that generalization was obtained in the absence of any salient externally imposed contingencies after the children had reliably come under the control of verbalizations about preschool behaviors.     

Mother-child verbal interchange: A descriptive study of young children's verbal behavior

The theoretical importance of the linguistic data available to the child in his natural environment has been increasingly emphasized in recent work on child language acquisition. This study sought to describe a portion of such data as contained in maternal verbal behavior and to analyze its influence on the child's usage of speech. The subjects were five 21-month-old children and their mothers. The mother-child verbal interchange was recorded during free-play situations carried out both at the subject's home and in a playroom. The interactive patterns of mother-child utterances were analyzed with regard to the kind and frequency of verbalizations, and the temporal intervals between them. Results showed that the temporal pattern of mother-child interchanges was characterized by significantly shorter pauses (<2 s) for mothers than for children. A variation in this pattern, consisting of pauses longer than 4 s, was associated with certain kinds of ongoing mother-child verbal behaviors. Thus mothers showed selectiveness, in varying degrees, in responding to the child's utterances, and their verbal responses had differential effects on the child's subsequent verbal performance. These effects were described as “initiating”, “maintaining”, or “ending” verbal chains, or else as “non-reacted” utternances. Moreover, the amount of verbalization by the children was positively correlated with the proportion of the mother's output that consisted of immediate responses to the child, and not with the total verbal output.     

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).     

Across-Subject Generalization of Attending Behavior as a Function of Self-Regulation Training

Under investigation was the effect of a target child's regulation of his own attentive behavior upon the attentive behavior of a non-reinforced adjacent peer. Two black males, third graders from an urban elementary school, served as subjects. The target child received training in self-regulation of attentive behavior, while the adjacent peer received no training. An ABAB withdrawl design was used to assess the degree of generalization of treatment effect across subjects. During the treatment phase, the target child gave himself points contingent on his attentiveness. These points were exchanged for back-up reinforcers. For the duration of the study, the adjacent subject's increases in attentive behavior were parallelled by the non-targeted, adjacent subject's increases in attentiveness.     

THE MODERNITY OF CHRISTIAN THEOLOGY OR WRITING KIERKEGAARD AGAIN FOR THE FIRST TIME

From his first book forward, Stanley Cavell has responded to modernity's demands upon philosophic writing. He has also turned from time to time to remark on the situation of Christian speech or its theological elaboration, especially when commenting on Kierkegaard. Implicit in both gestures are questions about whether Christian theology has ever become modern in Cavell's sense—has ever responded to modernity as a crisis in its relation to received forms. If writers of Christian theology take nothing else from Cavell, they should at least carry away some sense of the demand that Kierkegaard puts on any theology written after him.     

ELIMINATION OF ECHOLALIC RESPONDING TO QUESTIONS THROUGH THE TRAINING OF A GENERALIZED VERBAL RESPONSE

Echolalia, the parroting of the speech of others, is a severe communication disorder frequently associated with childhood schizophrenia and mental retardation. Two echolalic children, one schizophrenic and one retarded, were treated in a multiple-baseline design across subjects. Each child was taught to make an appropriate, nonecholalic verbal response (i.e., “I don't know”) to a small set of previously echoed questions. After such training, this response generalized across a broad set of untrained questions that had formerly been echoed. The results obtained were the same irrespective of the specific experimenter who presented the questions. Further, each child discriminated appropriately between those questions that had previously been echoed and those that had not. Followup probes showed that treatment gains were maintained one month later. The procedure is economical, in that it produces a rapid and widespread cessation of echolalic responding.     

THE SERMON ON MOUNT MORIAH: FAITH AND THE SECRET IN THE GIFT OF DEATH

This essay is an investigation of three attempts to think faith. I find my starting place in Jacques Derrida's The Gift of Death, 1 one of the most important treatments of Christianity in Derrida's later thought, which was increasingly insistent in its engagement with religious questions up until his death in 2004. This reading of The Gift of Death will focus particularly on the question of secrecy and its relationship with faith, leading necessarily to an account of Derrida's reading of two of his primary references in this text: the second essay of Nietzsche's Genealogy of Morals 1 and Kierkegaard's Fear and Trembling. 1 Rather than simply rendering a judgment on Derrida's reading, I will endeavor to read these texts together, extending (or expanding upon) Derrida's reading while questioning some of the positive formulations he makes in his own name – all the while remaining attentive to the gambles involved in thinking faith.     

TRAINING PEERS TO TUTOR: EVALUATION OF A TUTOR TRAINING PACKAGE FOR PRIMARY LEARNING DISABLED STUDENTS

Peer tutoring—academic instruction given by a student to a same-aged classmate—can be a cost-effective way of providing needed instruction in the typical classroom where one teacher must deal with many students of varying ability levels. This study evaluated an instructional package as a training method for increasing the use of selected tutoring behaviors by peer tutors. Nine male students, aged 7 to 9 years, from a learning disabilities resource room served as subjects; four subjects served as tutors, four as students, and one as a generalization student who was assigned to all tutors during generalization testing. Subjects were assigned to tutor-student pairs based on their performances on a pretest of the 220 Dolch Basic Sight Words, with the subjects scoring highest on the pretest serving as tutors. Each tutor worked with his assigned student throughout the study, except for pre- and posttest sessions with the generalization student. During daily sessions, tutors trained their students to recognize sight words using 10 flash cards, each with 1 of the Dolch words printed on it. Training was conducted with all four tutors in a group and was evaluated using a multiple baseline design across three classes of tutoring behaviors: Preparation Behaviors, Prompting Behaviors, and Praising Behaviors. Training consisted of: (a) verbal instructions on how to perform the tutoring behaviors; (b) charts illustrating the appropriate tutoring behaviors with stick figures; (c) role playing with each tutor with the experimenter playing the part of the student and giving feedback and verbal reinforcement to the tutor for performance of the appropriate tutoring behaviors; and (d) verbal testing of each tutor by asking him to state orally the behaviors he was to perform. Training sessions took approximately 30 minutes for each of the 3 classes of tutoring behaviors. Results showed an increased use of tutoring behaviors by tutors as a function of the instructional package. Increases in tutoring behaviors were also observed during postintervention generalization testing of tutors instructing their regular student in new subject matter (math). Data taken from pre-, mid-, and postintervention testing of the 220 Dolch Words showed an increase of identifiable sight words by both students and tutors after completing the peer tutoring program. This study demonstrates that a simple tutor training package can be employed to teach young, special education students to serve as effective tutors for their peers. In addition, the academic gains evidenced by the subjects lend positive support to the effectiveness of peer tutoring programs and specifically to the research of Dineen, Clark, and Risley (Journal of Applied Behavior Analysis, 1977, 10 , 231–238) which demonstrated the educational benefits of tutoring incurred by the tutor as well as by the student.     

THE USE OF PROMPTS TO ENHANCE VICARIOUS EFFECTS OF NONVERBAL APPROVAL

The effect of nonverbal teacher approval (physical contact in the form of patting approvingly) delivered to target subjects on the attentive behavior of adjacent peers was examined in a special-education classroom. In a reversal design, two pairs of moderately retarded children were exposed to nonverbal approval, with only one subject in each pair receiving approval. In different phases, nonverbal approval was delivered alone or in conjunction with a verbal prompt directed to the adjacent peer or to the class as a whole. The prompt was designed to make salient the target subject's attentive behavior and the nonverbal reinforcing consequences that followed. Providing contingent nonverbal approval alone consistently altered attentive behavior of the target subjects but did not alter the attentive behavior of adjacent peers. However, accompanying nonverbal approval with a verbal prompt did increase attentive behavior of nonreinforced peers.     

USING TIME DELAY TO PROMOTE SPONTANEOUS SPEECH IN AN AUTISTIC CHILD

One of the frequently observed deficits in autistic children is their lack of spontaneous speech. We used a multiple baseline across behaviors to investigate the effectiveness of a time delay procedure for inducing spontaneous speech in a 10-year-old male autistic child during play. We first taught the child to imitate the experimenter's verbal prompts that described the child's motor response. Once the child reached criteria on imitation, we implemented baseline wherein an immediate verbal prompt for speech was provided after each of the child's motor responses. Intervention consisted of a gradual delay in the presentation of the verbal prompts. The time delay effectively increased the child's spontaneous speech on trained items; some generalization to untrained items also occurred, but only within the same behavioral class of car play. Generalization was also observed across settings. Spontaneous speech remained at high levels during the 4-month maintenance for the behavior of car play but decreased for a second behavior. Decreases in the child's response latencies suggest that spontaneous speech may be an anticipatory verbal response.     

THE PARADOX OF BENEFICIAL RETIREMENT

Morally, when should one retire from one's job? The surprising answer may be ‘now’. It is commonly assumed that for a person who has acquired professional training at some personal effort, is employed in a task that society considers useful, and is working hard at it, no moral problem arises about whether that person should continue working. I argue that this may be a mistake: within many professions and pursuits, each one among the majority of those positive, productive, hard working people ought to consider leaving his or her job.     

Case study: Controlling self-injurious escape behaviors

The present study investigated the effects of a treatment program on the self-injurious behaviors of a 12-year-old autistic male. Initial observations indicated that these behaviors functioned primarily as escape responses to terminate performance demands. For 1 year the subject received general compliance training with the frequency of demands being systematically increased through consecutive treatment weeks. The subject's self-injurious behaviors were no longer reinforced by his escaping from demands nor did they receive social attention. Compliance to demands and appropriate behaviors in general were positively reinforced. The treatment produced substantial reductions in the rates of self-injurious behaviors and increased compliance. Additionally, the intensity of the subject's self-injurious behaviors decreased over the course of treatment. The present study suggests that the treatment approach is a reliable means of not only reducing self-injurious behaviors but also expanding performance repertoires.     

A component analysis of job interview training for young adults with autism spectrum disorder

The job interview is a vital component to acquire employment. Individuals with autism spectrum disorder may experience difficulties with job interviews due to notable deficits in social and communication skills. We evaluated the relative impact of several components of a job interview training package on six participants' responses to commonly asked interview questions. We used a multiple baseline design across participants to present the following components: written instructions, rehearsal and video self‐feedback with a commercially available training program, and verbal feedback delivered by the experimenter. Results demonstrated that all participants required an additional behavioral skills training session to meet our mastery criterion. However, once training was complete, all participants showed generalized performance when the interview questions were presented in a varied format and by a novel interviewer outside of the training environment. In addition, their performance was maintained at follow‐up.