Direct versus indirect response-reinforcer relationships in teaching autistic children

One possibility suggested by the literature for maximizing the efficiency of behavior modification procedures concerns the relationship between target behaviors and their reinforcers. Therefore, in this experiment three severely autistic children were taught a total of six new target behaviors (in a multiple baseline design) employing two different response-reinforcer relationships: (1) those where the target behaviors were a direct part of the response chain required to procure a reinforcer (e.g., opening the lid of a container to obtain a food reward inside the container); and (2) those where the target behavior was an indirect part of the chain leading to the reinforcer (e.g., the therapist handing the child a food reward after the child had opened the lid of an empty container). In all cases, the results showed rapid acquisition only when the target behavior was a direct part of the chain leading to the reinforcer. The results are discussed in terms of several possible conceptualizations concerning efficient reinforcement contingencies, and in terms of their implications for teaching autistic children.This investigation was supported by U.S. Public Health Service Research Grants MH 28210 and MH 28231, and by U.S. Office of Education Research Grant G007802084 from the Bureau for the Education of the Handicapped. Portions of the results described in this article were discussed in a presentation at the 13th Annual AABT Convention in San Francisco, 1979. The authors are particularly grateful to Andrew Egel, Roberta Elman, Janis Costello, and Karen Britten, for their helpful comments, and to Jody Fisher and Gina Richman, for their assitance in the data collection.     

Representation of inflected nouns in the internal lexicon

The lexical representation of Serbo-Croatian nouns was investigated in a lexical decision task. Because Serbo-Croatian nouns are declined, a noun may appear in one of several grammatical cases distinguished by the inflectional morpheme affixed to the base form. The grammatical cases occur with different frequencies, although some are visually and phonetically identical. When the frequencies of identical forms are compounded, the ordering of frequencies is not the same for masculine and feminine genders. These two genders are distinguished further by the fact that the base form for masculine nouns is an actual grammatical case, the nominative singular, whereas the base form for feminine nouns is an abstraction in that it cannot stand alone as an independent word. Exploiting these characteristics of the Serbo-Croatian language, we contrasted three views of how a noun is represented: (1) the independent-entries hypothesis, which assumes an independent representation for each grammatical case, reflecting its frequency of occurrence; (2) the derivational hypothesis, which assumes that only the base morpheme is stored, with the individual cases derived from separately stored inflectional morphemes and rules for combination; and (3) the satellite-entries hypothesis, which assumes that all cases are individually represented, with the nominative singular functioning as the nucleus and the embodiment of the noun’s frequency and around which the other cases cluster uniformly. The evidence strongly favors the satellite-entries hypothesis.     

Prevalence and constituency of behavioral disturbance taxonomies in the regular school population

The Bristol Social Adjustment Guides (BSAG) are widely employed in research and in the identification of maladjustment in school children. The BSAG provides scores on several indices including five homogeneous behavioral syndromes and one associated grouping. Field experience suggests that maladjusted children frequently manifest problems in more than one syndrome. In order to discover what patterns of syndromic profiles may commonly exist among children, the data for the most recent revision of the BSAG are reanalyzed. The syndrome scores for all 2,527 5- to 15-year-old regular school children in the standardization sample were grouped into similar profile patterns by hierarchical cluster analysis. Sixteen homogeneous syndromic profile types emerged. The resultant profile types were described on the basis of their component behaviors and examined for membership trends by sex and age groups. Multiple syndromic profiles represented 60% of all maladjusted children.The author wishes to thank Dr. Denis H. Stott, former professor of psychology at the University of Guelph, Ontario, for kindly making the Bristol Social Adjustment Guides data available for this study.     

Completion norms for 329 sentence contexts

Completion responses were collected for two sets of sentence contexts, which were designed to produce different distributions of probabilities for the primary responses. The subject population consisted of undergraduate college students. For each context, responses and their respective probability of occurrence are listed, and an index of the primary responses is provided. It is hoped that these normative materials will facilitate comparison among future studies of the effects of sentence contexts on word processing.     

Mimicry versus imitative modeling: Facilitating sentence production in the speech of the retarded

Two methods of language instruction administered to mentally retarded subjects at the two-word stage of language development were investigated. Subjects of the mimicry training group imitated Agent-Action-Object (AAO) constructions immediately after presentation, while subjects of the imitative modeling group first heard the AAO presentation and later produced the AAO construction in response to a verb question. Imitative modeling subjects achieved as many correct AAO responses during training and more correct responses on a generalization task and in a free play setting. They also displayed more novel response behavior (selective imitations) and spontaneously corrected productions. The results support the use of modeling procedures for inducing language production in the retarded.     

Individual and organizational correlates of promotion refusal

Individual and organizational correlates of employees who refuse seniority-based promotions in union lines of progression are examined. The sample consisted of 313 production employees of a large manufacturing complex. Correlational and discriminant analyses revealed that age, being female, and number of employees in the department related positively to promotion refusal, while years of education and pay showed a negative relationship. Of these variables, years of education was the strongest predictor. Potential explanations for the results relate to stress avoidance, perceived inabilities, and equity theory. Areas for future research are suggested.