SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

An Interactional Approach to Dysfunctional Silencing in Family Therapy

This paper presents an interactional approach to the problem of dysfunctional silencing in family therapy. Silencing is classified as dysfunctional if it satisfies two conditions: (a) it occurs repeatedly and independently of content, and (b) it functions as negative feedback that limits change in the family system. Dysfunctional silencing is defined as those efforts of one or more family members to limit change by repeatedly blocking the communication of another family member, who in turn colludes by tacitly agreeing to remain silent. The interactional approach presented utilizes conflict-resolution techniques and videotape feedback; it is illustrated by a case example.     

Evidence for language recoding in autistic, retarded and normal children: a re-examination

In a replication and extension of earlier studies by Hermelin & O'Connor, language recoding abilities in autistic, retarded and normal children matched for mental age and digit span, were compared in a verbal recall task. Random word lists, sentences, and anomalous sentences, eight or 12 items in length (for high and low memory span subgroups) were presented and the number of words recalled from each type of input was scored. All low span children recalled sentences better than random lists with normal children superior to retarded and autistic children and the latter group poorer than the retarded group. Autistic children showed a recency effect with both types of input. There were no group differences amongst high span children and sentences were again better recalled than random lists. In Expt II sentences were better recalled than anomalous sentences, with autistic and retarded children equivalent in performance and poorer than normal children. Although low span autistic children were clearly deficient in recall of sentence material when compared with the two control groups, the effect of conditions showed that they were able to use structure to improve recall. Since high span autistic children did not perform differently from controls it is suggested that results from this kind of study may not be generalizable, and that claims for a specific coding deficit in autistic children need further substantiation.     

Behavior of the rat after removal of the neocortex and hippocampal formation

After surgical removal of the neocortex and hippocampal formation, rats retained most of the movement patterns of locomotion, climbing, grooming, feeding, and fighting. However, forepaw immobility during swimming was abolished. Feeding behavior was suppressed temporarily but recovered partially. The distinctive postures of sleep and walking and a circadian rhythm of motor activity were retained. However, behaviors were often not performed at the appropriate time and place. The normal sequence of grooming behavior was disrupted; food hoarding and social behavior were essentially abolished. Removal of the neocortex alone had much the same effect as removal of neocortex and hippocampus together. Removal of hippocampus alone produced only a mild disruption of behavior. It is suggested that ascending nonspecific projections to the cerebral cortex play an important role in the moment-to-moment control of behavior but are not essential for the sleep-waking cycle.     

Inferior temporal lesions do not impair discrimination of rotated patterns in monkeys.

Ablation of inferior temporal cortex in the rhesus monkey produces a visual discrimination learning deficit. The severity of this deficit has often been found to be a function of task difficulty. This report concerns a type of visual discrimination problem that, although difficult, is not sensitive to inferior temporal lesions. Monkeys with anterior, posterior, and complete inferior temporal lesions were repeatedly unimpaired or only slightly impaired in learning to discriminate a pattern from the same pattern rotated 90 degrees or 180 degrees; yet they were very severely impaired in learning equally or more difficult discriminations of two different patterns. This demonstration that discrimination of orientation of patterns is relatively spared after inferior temporal lesions helps specify the pattern-recognition processes that require inferior temporal cortex.     

A functional measurement analysis of the development of dimensional coordination in children

The development of children's dimensional coordination was investigated using kindergarten, second, fourth, and sixth grade subjects (Ages 5, 7, 9, and 11 years, respectively), and an adult sample, by means of a perceptual estimation task requiring the subjects to match in total area a stimulus rectangle to an adjustable square stimulus. The problem was formulated using information integration theory, and the procedures and techniques of functional measurement were used in the analysis. Dimensional coordination was found to develop from a stage of total centration on one dimension to a stage of total decentration with equal weighting applied to both dimensions.Contrary to extant hypotheses, the vertical dimension was not the salient dimension for single dimension centerers. Rather, the spatial axis on which the compared-objects were placed determined the displacement of attention. When this frame of reference effect was controlled, the longer of the two dimensions was the salient dimension for centering subjects.     

Sexual arousal and interpersonal evaluations

In an attempt to reconcile conflicting results concerning the effects of sexual arousal on interpersonal evaluations, hypotheses based on adaptation level, arousal-need gratification, and labeling of arousal explanations were tested. The variables of sexual arousal, technique of stimulus material presentation, physical attractiveness of the original stimulus female, and physical attractiveness of the final target person being judged were manipulated in a 2 × 2 × 2 × 2 design. A significant three-way interaction (Arousal × Stimulus Attractiveness × Target Attractiveness) obtained on all measures of interpersonal evaluation was interpreted as supporting a labeling of arousal explanation. It is suggested that subjects first interpret their arousal as being caused by their attraction toward the stimulus person. The characteristics of the stimulus person then become a factor used by subjects when they subsequently make judgments of target females. The adaptation-level and arousal-need gratification hypotheses were not supported.     

Validity of psychologists' identification of EMR students in the perspective of the California decertification experience

The Diana (Diana v. State Board of Education, Note 1) and the Larry P. (Larry P. v. Riles, Note 2) litigations led to decertification of thousands of California EMR students and their return to the regular program. Allegations, including those of biased testing, went largely uncontested in order that change in special education could result from court mandate, but the allegations left the psychologists in a libeled state. A study of cumulative records and psychologists files in 12 representative districts permitted a comparison of the EMR placement of those later decertified (D) with matched nondecertified (EMR). Other than a small mean difference in IQ at placement, nothing was found to support various allegations. Records showed no systematic differences betweeen D and EMR groups in pre-EMR reasons for referral nor in teacher marks, discnfirming beliefs in referral of higher functioning students for deportment rather than for academic failure. Districts permitted a mean of at least two years in regular placement before assessment, attesting to class failure rather than IQ as the initial and necessary basis for EMR identification (no D-EMR difference in this either). The data permit a conclusion that the work of the school psychologists in the EMR placement was professionally competent, given the guidelines in effect at the time.     

Effects of a pairing contingency on behavior in a three-person programmed environment

Four groups of three subjects resided for 10 days within a continuously programmed environment. Subjects followed a behavioral program of contingently scheduled activities that determined individual and social behaviors. A triadic condition was in effect when all three subjects were required to select simultaneous access to a group area before it became available for a social episode. A dyadic condition was in effect when access to a group area was permitted to any combination of two, and only two, subjects. The effects of these two conditions on individual and social behaviors were studied in reversal designs with several successive days devoted to each condition. Results showed that durations of social activities and synchronization of individual activities were greater during triadic conditions than during dyadic conditions. Under both conditions, wake-sleep cycles departed from a typical day-night rhythm for most subjects. Instances when subjects did not respond to each others' attempts to initiate conversations using the intercom were generally more frequent during dyadic than triadic conditions. Physical distance during triadic social episodes was found to be related to sociability levels during dyadic conditions.