A method for recording verbal behavior in free-play settings

The present study attempted to test the reliability of a new method of recording verbal behavior in a free-play preschool setting. Six children, three normal and three speech impaired, served as subjects. Videotaped records of verbal behavior were scored by two experimentally naive observers. The results suggest that the system provides a means of obtaining reliable records of both normal and impaired speech, even when the subjects exhibit nonverbal behaviors (such as hyperactivity) that interfere with direct observation techniques.     

Punishment of self-injurious behavior in natural settings using contingent aromatic ammonia

Contingent aromatic ammonia suppressed the self-injurious behavior (SIB) of two retarded children in clinic, home and school settings. In Study 1. several reversals demonstrated the effectiveness of a 3-s ammonia contingency in the deceleration of hair-pulling in the clinic after a momentary ammonia contingency was shown to be no different from differential reinforcement of other behavior (DRO). Family members and school personnel suppressed the behavior in the home, grandparents' home and school in multiple baseline fashion. Difficulties in long term maintenance were encountered and discussed. In Study 2, a multiple baseline across Trainers 1 and 2 in a preschool setting and mother at home demonstrated the effectiveness of response-duration ammonia in eliminating hand-biting. Complete suppression was maintained at a 1-year follow-up. These studies replicated the suppressive effects of aromatic ammonia, extended the findings to children with different SIBs in natural settings with family members and teachers as therapists, demonstrated the necessity for different durations of ammonia, and suggested that maintenance must be assessed and programmed rather than assumed.     

A simple stimulus cue for controlling disruptive classroom behavior

In two separate classrooms, a red light which had no specific consequences attached was used to reduce the talking-out and out-of-seat behavior of elementary school subjects. Following baseline phases, the light was introduced for a one-week period. An observer activated the light whenever the targeted behaviors occurred. Following a return to baseline, the light was reintroduced for a second one-week period. Results indicated that for both subjects a 95% or greater reduction in targeted behaviors occurred during the red-light phases. The results demonstrated the short-term effectiveness of a simple procedure which does not require specific back-up consequences for the reduction of disruptive behavior. The author concluded that studies using stimulus cues as part of reward or punishment procedures should employ a baseline procedure which controls for the effect of the stimulus cue without specific back-up consequences.This work was supported by Grant No. MH-18966 from the National Institute of Mental Health to Roberta Ray, Oregon Research Institute. The author is indebted to Roberta Ray, Oregon Research Institute, for her advice and support and to Paul Randall, Eugene Public Schools, for his assistance in conducting this research. Data reported in this article were collected as part of a study examining the effect of observer- and self-operated discriminative stimuli in the control of disruptive behavior. A complete copy of the report is available from the author.     

Free-time as a consequence for behavior in classroom settings: A critical review

Osborne (1969) presented adolescent hearing impaired students with five minutes of free- time contingent upon remaining seated for 15 minutes in the classroom. This procedure substantially reduced the frequency of out- of- seat behavior. Since the publication of this seminal work, 49 studies have used free- time as a consequence to change behavior. This review critically examines these 49 studies. The review shows that free-time has been used effectively with a variety of different behaviors and student populations, and with different methods of delivery. Based on a synthesis of information from the review, optimal methods for the use of free-time are suggested. Finally, it is concluded that additional research is needed, especially to answer the question of why free-time is effective.     

An expanded scope for behavior modification in school settings

Behavior modification in the school setting has consisted primarily of the manipulation of consequent conditions to vary children's social and academic behaviors within classrooms. The scope of behavior modification within school settings may fruitfully be expanded by furthering the investigation and application of these additional areas: the interaction between the modification of social and academic behaviors, the manipulation of antecedent conditions in order to evoke reinforceable responses, the use of controlling variables on a school-system-wide basis, and the use of standardized tests as an additional dependent measure.     

A technique for measuring thermoregulatory behavior in the fish

Apparatus and procedure are described for studying thermoregulatory behavior in fish. Results obtained with rainbow trout suggest that the described apparatus has several advantages over previously utilized devices.     

A technique for controlling speech disfluencies induced by delayed auditory feedback

On the basis of cybernetic models of speech it was hypothesized that “stuttering” induced by delayed auditory feedback could be significantly reduced if the Ss were provided with an alternate input to which they could attend. The results of the experiment supported the hypothesis. The possible implications for the treatment stuttering are discussed.     

A new technique for measuring thermoregulatory behavior in the rat

A tracking procedure was used to investigate the ability of rats to regulate their ambient temperature. Rats were placed in a chamber with two levers; depressions of one lever controlled a cold-water flow (11 degrees C) and the other controlled the flow of hot water (57 +/- 1 degrees C). If it alternated responses, the rat could regulate temperature within these two extremes. With training, this regulatory behavior resulted in a narrow environmental temperature range that approximated normal body temperature.     

A computerized system for monitoring and controlling intracranial electrical self-stimulation behavior

An automated system for measuring intracranial self-stimulation behavior is described. The system consists of two Commodore 6502 microcomputers interfaced with a constant-current generator and a standard operant chamber. The system hardware allows sine- and square-wave stimulation. Stimulus intensity can be varied in 256 steps between 0 and 100, 0 and 500, or 0 and 1,000 /µA. The system programs, which are written in machine language, allow the control of various schedules of reinforcement, the counting of operant responses and reinforcements, the measurement of interresponse intervals, and the storage of the data on disk. The software is designed for the determination of the threshold of reinforcement, on the basis of the titration of postreinforcement pauses caused by changeover in schedule control between concurrent continuous reinforcement and fixed ratio schedules.     

A technique for the measurement of aggressive behavior in mice

This paper describes an apparatus permitting the study of aggressive behavior in mice. Aggressive behavior may be spontaneous or induced by means of an electric shock delivered through the tail.     

Distance perception in photographic displays of natural settings

Distance perception of depicted objects was examined as a function of photographic perspective. 24 subjects viewed slides of outdoor scenes and directly estimated the distances to specified objects. Perspective was manipulated by photographing each scene with lenses of four different focal lengths: 48 mm, 28 mm, 24 mm, and 17 mm. Distance perception along the pictorial depth plane (z-axis) was systematically transformed by changing the photographic perspective: the shorter the focal length of the camera lens, the greater the perceived distance. Perceived distance between objects along the lateral plane (x-axis) was unaffected by changes in lens focal length.     

General guidelines for conducting behavior modification programs in public school settings

Tentative guidelines for initiating behavior modification programs are presented. Discussion focuses on the importance of initial introduction of these procedures to teachers, the relation of teacher personality variables to technique selection, factors to consider when evaluating children for modification, and suggestions for on-going participation and withdrawal of the psychologist as an active agent in such programs.     

A rapid automatic technique for generating operant key-press behavior in rats

Experimentally naive rats were trained to key press on a fixed-ratio 10 schedule of food reinforcement by a completely automatic procedure within a single, 1-hr session. Control procedures demonstrated that the resulting behavior was an operant, under control of the schedule of reinforcement and the specified reinforcing stimulus (food). A simple, combination food-tray operandum, also described, was used as the basis for the training technique.     

Externalizing behavior challenges within primary care settings

Primary care providers encounter a substantial number of behavioral health concerns leading to the increasing provision of psychological interventions within medical settings. Externalizing disorders present a particular challenge to physicians and stand to benefit a great deal from early intervention. Providing behavioral health services in primary care can reduce barriers to treatment, stigma associated with mental health, and cost of service provision. Given these advantages, scholars have examined the provision of behavioral health interventions within primary care settings. This review provides a critical overview of the extant evidence base and offers suggestions for future efforts in this area.     

Eye movements in natural behavior

The classic experiments of Yarbus over 50 years ago revealed that saccadic eye movements reflect cognitive processes. But it is only recently that three separate advances have greatly expanded our understanding of the intricate role of eye movements in cognitive function. The first is the demonstration of the pervasive role of the task in guiding where and when to fixate. The second has been the recognition of the role of internal reward in guiding eye and body movements, revealed especially in neurophysiological studies. The third important advance has been the theoretical developments in the fields of reinforcement learning and graphic simulation. All of these advances are proving crucial for understanding how behavioral programs control the selection of visual information.     

Exploring attributions in natural settings: Gender and self-esteem effects

Two studies investigated the attributions of undergraduates for the outcomes of satisfying and dissatisfying achievement events that occurred naturally over the course of a 3-week period. In both studies, women with low performance self-esteem gave less ego-enhancing attributions than high self-esteem women, high self-esteem men, or low self-esteem men. Also, in Study 2 high self-esteem subjects attributed greater stability to causes of satisfying events than to causes of dissatisfying events, whereas low self-esteem subjects gave both types of events equivalent stability ratings. Both studies provide evidence of consistent individual differences in attributional style across occasions and situations. The gender differences were interpreted in the context of sex-role socialization factors and Anderson and Slusher's (1986) two-stage model of the attribution process.