Programming generalization and maintenance of treatment effects across time and across settings

Effects of three experimental and one control strategy were investigated in facilitating generalization and maintenance of treatment effects after two months in a token-economy classroom. At the conclusion of treatment, subjects were randomly assigned to one of three maintenance strategies or a control group and returned to their regular classrooms. The maintenance strategies were peer reprogramming, equating stimulus conditions between the experimental and regular classrooms, and teacher training in behavior management techniques. The maintenance strategies were implemented in the regular classroom for a two-month period and then terminated. Results indicated a powerful treatment effect produced by the token economy. Behavior maintenance effects following treatment were also obtained. The mean per cent appropriate behavior for the peer reprogramming and equating stimulus conditions strategies was significantly greater than the mean for the control subjects. The teacher training and control group means were not significantly different.     

Contrast Effects in Performance Ratings: Another Look Across Time

Récemment, Murphy, Balzer, Lockart et Eisenman (1985) rapportèrent que les effets de contraste dans une comparaison intra-personnelle disparaissent subséquemment à un court délai d'évaluation d'un stimulus-cible. Les deux expérimentations que nous décrivons indiquent que les effets de contraste dans une comparaison inter-personnelle résistérent même après un délai de trois semaines entre l'évaluation d'un stimulus de référence et d'un stimulus-cible. Dans l'expérience 1, 270 étudiants furent répartis en neuf groupes expérimentaux ( n = 30) qui représentent toutes les combinaisons possibles de trois indices de performance (élevé, bas, moyen) en deux temps différents. Un effet de contraste significatif fut observé chez ceux des participants qui visèrent et obtinrent une performance moyenne au Temps 2 (omega au carré= 0.16). Dans l'expérimentation 2, 270 étudiants MBA (avec un minimum d'expérience de deux années d'assistanat) répétèrent les résultats de l'expérimentation 1 (omega au carré= 0.18). Ces résultats groupés indiquent que les effets de contraste résistent au temps et valorisent les projets de recherche dans ce domaine.     

Teaching students with autism spectrum disorder to tolerate haircutting

We describe intervention with 2 adolescent male students who had autism spectrum disorder (ASD) and resisted haircutting performed by care providers at a residential school. The students were exposed to a graduated hierarchy of steps including the presence of hair clippers, and increased duration of hair clippers against their scalp and hair. Edible reinforcement was presented contingent on completion of a step without interfering behavior. Both students learned to tolerate all of the steps in the graduated hierarchy and a full haircut with maintenance at 2-, 4-, and 6-month follow-up. The study supports previous tolerance-training research with children and youth who have intellectual and developmental disabilities and resist personal care and hygiene routines.     

Cognitive Ability and Personality Predictors of Training Program Skill Acquisition and Job Performance

Two important issues in the training process concern (1) the relative impact of cognitive ability and personality traits on the ability to acquire skills, and (2) whether training skill acquisition predicts subsequent job performance. We used a sample of 9,793 trainees to address these questions and were able to compare those who succeeded on the job with those who did not succeed on the job. We found that some personality factors positively correlate with skill acquisition and that skill acquisition can predict the level of subsequent job performance.     

Providing feedback to organizational members: A reconsideration

Feedback frequency is identified as a critical issue in the administration of feedback in organizations. Current assumptions in the literature concerning feedback frequency are critically discussed and areas for future research are identified. Suggestions are made pertaining to the subsequent treatment of feedback in the organizational literature and the appropriate role of an organization in the feedback process. Implications from this research area for practitioners are suggested.     

Should We Write Off Graphology?

The scientific study of graphology (handwriting analysis) has had a long history. Many practitioners believe that graphology is a valuable selection aid and use this technique in a selection context, and in some European countries it is quite well thought of. While a few articles have proposed that graphology is a valid and useful selection technique, the overwhelming results of well-controlled empirical studies have been that the technique has not demonstrated acceptable validity. A review of relevant literature regarding both theory and research indicates that, while the procedure may have an intuitive appeal, graphology should not be used in a selection context.     

The use of positive reinforcement in conditioning attending behavior

Individual conditioning techniques were applied in a controlled setting to increase attending behavior of an underachieving 9-yr-old male subject. The procedure involved: (1) determining a stable response pattern, (2) introducing a treatment variable to establish a high rate of task-attending behavior, (3) measuring the effect of withdrawal of the treatment variable after attaining criterion performance, and (4) transferring control to the classroom. The interval of attending behavior required for reinforcement was systematically increased from 30 sec to 600 sec as the behavior came under experimental control. Manipulating the reinforcing contingencies measurably changed the proportion of attending behavior and the frequency and duration of non-attending events. Once the behaviors were under experimental control, procedures were established to program generalization and to maintain the behavior outside the experimental setting.     

Triple Roles,Worship, and “Period Shaming”: How Muslim Women Maintain Belonging and Connection in Ramadan

Ramadan is a time when Muslims experience an increased connection to God and an increased sense of belonging through communal acts of worship, but Muslim women are often excluded from many acts of worship due to religious restrictions while they are menstruating. This study innovatively applies concepts of “religious citizenship” and women's “triple roles” drawn from lived religion and feminist literature to a new context of Muslim women and their everyday practices. Based on research with more than 60 culturally diverse Melbourne Muslims who kept anonymous diaries before, during, and after Ramadan 2021, this analysis shows how Muslim women's understandings of religious belonging and connection in Ramadan are shaped by their own reconfigured approaches to worship and socialization alongside their everyday workload. It provides a unique opportunity to investigate the invisible challenges faced by Muslim women in worship and devotion during Ramadan.