Cognitive behavior modification: ‘Motivated learning’ reading treatment with subprofessional therapy-technicians

A method of treating reading deficits based upon an extrinsic motivational system previously employed successfully with a single subject was extended to eighteen additional subjects. The junior-high age subjects included retarded children in special classes, several emotionally disturbed children, and culturally deprived children. The method of training used in the original study was designed to be simple to administer and simple to record the performance of the child. Thus, it was hypothesized that subprofessional personnel could be employed to administer the treatment. Adult volunteers and high school seniors were used as the therapy-technicians.

The eighteen Ss were given 38.2 hr of training in daily half-hour sessions, during which period the average reinforcement earned was $22.29. The mean number of single word reading responses was 94,425. The rate of reading accelerated over the period of training even though the reading material became more difficult. This occurred during a period when progressively less (about one-fourth as much) reinforcement was given per reading response. A mean of 593.5 new words were learned and 70.9 per cent of these were retained in a long-term test. The attention, attendance, cooperation, and diligent work behavior of the various children were maintained in good strength throughout the duration of the study. The results suggest that research be conducted to develop methods for treatment of behavioral deficits that can be widely applied by subprofessional therapy-technicians supervised by clinical psychologists.     

POVERTY OF DIALOGUE OR DIALOGUE WITH THE POOR

The major test case for Christian collaboration centres around the rich and poor nations dichotomy. (THOMAS F. STRANSKY, Church and Society, Geneva 1966, The Ecumenist, Vol. 4, No. 6, Sept.–Oct. 1966.) When the young man heard this he went away sorrowful; for he had great possessions. (Matthew 19. 22.)