RELATIVE EFFECTIVENESS OF TEACHER ATTENTION AND THE “GOOD BEHAVIOR GAME” IN MODIFYING DISRUPTIVE CLASSROOM BEHAVIOR1

A variety of behavioral procedures have been employed in recent years to modify disruptive classroom behavior. Such methods have been developed with the belief that curtailing disruptive behavior would strengthen positive classroom performance. In this study, two procedures, the good behavior game and the teacher-attention method, were compared to determine short-run effectiveness. Four teachers (two fourth-grade and two fifth-grade) implemented both methods in their classrooms over a five-week period. Presentation of methods was alternated in a counterbalanced design to control for order effects. Each of the four classrooms consisted of 25 students. A time-sampling procedure was used to record the presence or absence of disruptive behavior within 15-second intervals. Disruptive behavior was defined as any talking-out or out-of-seat behavior without permission. The results indicated that both procedures were effective in modifying disruptive classroom behavior, but that the good behavior game reduced disruptive behavior significantly better than the teacher-attention method. In addition, all teachers preferred the game to the teacher-attention procedure. This reaction seemed related to the effort involved in initiating the two activities. The good behavior game required less effort on the teacher's part. However, use of the game alone raises certain ethical considerations. One such issue involves abuse of peer pressure. Also, there is a possibility that negative rules may tend to promote resentment. Positively stated rules would ameliorate that problem. Another relates to the possibility that some teachers might be carried away by the ease of the game's implementation to the extent that behavior control becomes the primary objective in the classroom. As a result, one might consider use of the game to maximize short-term change, but then phase out this procedure in favor of another method (e.g., teacher attention) for long-run effects.     

TEACHING COIN EQUIVALENCE TO THE MENTALLY RETARDED1

A program was designed to teach coin equivalence to mentally retarded adolescents. Coin equivalence was defined as choosing several different combinations of coins to equal specified target values. A pretest-posttest matched-groups design was employed with an experimental group receiving the monetary training, and a no-training control group. A multiple baseline across coin-counting responses was also incorporated in the experimental group. Training was divided into six stages, each teaching one specific method of combining coins to equal 10 target values from 5¢ through 50¢. A three-component response chain was used, requiring (a) naming, (b) selecting and counting, and (c) depositing target monetary values into a coin machine. Experimental subjects improved significantly in coin equivalence performance and maintained their skill on follow up tests; control subjects did not.     

Perceived objectivity and the effects of evaluative reinforcement upon compliance and self-evaluation in blacks

Two experiments were conducted to investigate the effects of positive and negative reinforcements upon black college students. In the first experiment subjects received either positive or negative reinforcement from a black or a white Evaluator. Behavioral change (compliance) was greater in response to negative reinforcement from a black Evaluator than in response to negative reinforcement from a white Evaluator, while there were no divergent effects of Evaluator's Race upon compliance with positive reinforcement. The same pattern obtained in subjects' self-evaluations. The second experiment offered a test of the hypothesis that the objectivity of black Evaluators was perceived as greater than that of white Evaluators, and that a manipulation aimed at equating the Evaluators on objectivity would attenuate the effects of Evaluator's Race upon compliance and self-evaluation in response to negative reinforcement. These hypotheses were generally supported by the results.     

Intelligence and imagery in personality.

One hundred college undergraduates were administered the Richardson revision of the Gordon Test of Visual Imagery Control, the Betts-Sheehan Questionnaire Upon Mental Imagery, and the Shipley-Hartford Institute of Living Scale. The latter provided a conceptual quotient (CQ) score of intellectual impairment based upon a ratio between vocabulary and abstraction scores. Subjects with CQs above 100 had significantly higher control scores (p less than .02). High control subjects had significantly higher total IQ scores than did low control subjects (p less than .04). Subjects with high and medium range control had higher vocabulary scores than those with low control. This suggests possible assessment of proneness toward introverted and extraverted neuroticism based upon a combination type of imagery score and the ratio between abstract or vocabulary scores. The connection of imagery with dimensions of IQ may be a start toward a more refined measure of this aspect of personality. Problems and implications are discussed.     

Discriminant and convergent validity of the SCL-90 in psychiatric inpatients

Examined the convergent and discriminant validity of the SCL-90 in a group of 113 psychiatric inpatients and determined the degree of reactivity to several common response sets. The nine SCL-90 dimensions were found to correlate with analogous measures from other tests, and thus showed convergent validity, but were also found to correlate with nonanalogous measures, an indication of low discriminant validity. In addition, the dimensions correlated with the three MMPI validity scales, suggesting their reactivity to response bias. These findings were interpreted as indicating that the SCL-90 has limited use with psychiatric inpatients at present, although it may be useful as a brief screening device for disposition and referral.     

Is there room for a third dimension in vocational interest differentiation?

Discriminant function analyses involving two vocational interest inventories to differentiate majors of college graduates supported the definition of three dimensions: Business Contact vs. Science, Business Detail vs. Arts, and Service vs. Technical. This common structure between groups emerges only under rotation and is consistent with factor analytic results for differences among people. The implementation of such a three-dimensional scheme for counseling high school students is illustrated. At the theoretical level these results support the position that the structure of vocational interests is more complicated than postulated by the circular orderings of Roe and Holland or by the appealing bipolar dimensions of Data/Ideas and People/Things.     

Reactions of college recruiters to interviewee sex and self-presentation style

College recruiters evaluated the qualifications and employability of either a male or a female applicant for a supervisory position. Half the recruiters in the experiment viewed a videotape of the candidate presenting himself or herself in a passive manner. The other half of the recruiters viewed a moderately aggressive interviewee. Contrary to the hypotheses, the moderately aggressive female was rated as favorably as the moderately aggressive male and the passive male was rated as negatively as the passive female. Although recruiters were as willing to hire a moderately aggressive male as they were the moderately aggressive female, they perceived the female's overall qualifications and her experience/training as superior to that of the male's.     

The sensory basis of avoidance responding in the rat : Relative dominance of auditory or visual warning signals and safety signals

Three experiments determined the relative degree of stimulus control exerted by the elements of a compound auditory-visual stimulus when this stimulus was presented in various temporal relationships to a barpress avoidance response. When the compound discriminative stimulus for barpress avoidance responding consisted of onset of white noise and onset of either light or darkness, the white noise always exerted dominant control. When the compound discriminative stimulus consisted of offset of white noise and onset of light, neither element controlled avoidance responding. On the other hand, when a barpress avoidance response produced a compound feedback stimulus consisting of onset of white noise and onset of either light or darkness, the visual element always exerted dominant control. When the compound feedback stimulus consisted of offset of white noise and onset of light, both elements exerted stimulus control.