Teacher-control versus student-control over choice of task and reinforcement for students with severe behavior problems

Increasing self-control for students with severe disabilities is an important step toward normalization. The classroom is one setting in which opportunities for self-control can be created. The effects of teacher-control versus student-control over academic task and reinforcement selection were evaluated for three 11-to 13-year-old males with severe behavior problems. Under student-control conditions students were able to select rewards and tasks from lists generated by the teacher; in the teacher-control conditions, the teacher selected rewards and tasks but attempted to make similar selections to those made by the students. An alternating treatments design was implemented. In Phase 1, task completion was the target behavior; in Phase 2 task accuracy was the target behavior. Task performance improved when the student, rather than the teacher, had control over task assignments and choice of reinforcement. While either student control of reinforcement or student control of task assignment resulted in higher performance than did teacher-control, the most effective instructional situation was the two procedures combined. This effect was apparent even when students and teachers selected the same tasks and the same reinforcers. Implications for increasing student-control over some classroom decisions are discussed.deceased.     

Absolute and relative perceptual codes in young children

Three experiments were conducted to ascertain whether young children's perceptual codes, as evidenced by choice reaction times, were related to either the absolute difference or the ratio between stimuli. In Experiments 1 and 2, children were shown pairs of line lengths and were asked to choose either the longer or shorter line within each pair. In Experiment 3, children chose which of two birds on a map was closer to themselves or to the experimenter. In all three experiments, children's reaction times were related to both the absolute differences and ratios between pairs of stimuli. The findings suggest that perceptual judgments in young children may be based on both absolute and relational codes.     

Comparison of the performances of a fluent and a nonfluent aphasic on a pantomimic referential task

The pantomimic performances of a typical Broca's (nonfluent) and Wernicke's (fluent) aphasic were compared with each other and with four normal control subjects on a simple task of nonverbal referential communication. Both aphasic subjects demonstrated only about 50% accuracy in their pantomimic communication. Also, measures were obtained of the motoric fluency of the pantomimes of all subjects and comparisons were made between the fluent and nonfluent aphasics. These measures demonstrated distinct differences in the fluency patterns of the pantomimes of the two aphasic subjects similar to the differences in speech fluency which distinguish and characterize these two types of aphasia; that is, the fluent aphasic pantomimed fluently and like the control subjects and the nonfluent aphasic pantomimed nonfluently. The quantitative and qualitative similarities in the fluency patterns of the speech and the pantomimic behaviors of the aphasic subjects are discussed in terms of their implications for a definition of aphasia.     

Some cautionary notes regarding the use of aggregated scores as a measure of behavioral stability

The utility of the method of aggregation as a measure of behavioral consistency was examined in 26 studies involving computer-generated, repeated-measurement data. The first series of studies involved rectangular distributions in which score constant. A second series of studies used normally distributed z scores, and score consistency was manipulated by inducing a desired correlation between the scores in adjacent trials. In both sets of studies, the aggregate stability coefficient was a strictly increasing function of the number of aggregated trials, and even trivial amounts of score stability resulted in large stability coefficients. In a third series of studies, high stability coefficients occurred when computed on combined unstable subsamples which differed from each other only in central tendency. Terminal aggregate coefficients were compared with Spearman-Brown prophecy and Cronbach's alpha reliability coefficients computed on the experimental data. It was concluded that the method of aggregation produces spuriously high estimates of behavioral consistency. It was further shown that the Spearman-Brown prophecy formula and coefficient alpha accurately predict the results of the aggregation method, suggesting that aggregation is an internal consistency reliability procedure. The equating of stability with traditional notions of reliability was questioned.     

Ego strength and confidence thresholds in two methods of paired-associate learning.

Two experiments contrasted the effects of high and low wgo strength (as measured by Cattell's Sixteen Personality Factor Questionaire) on confidence thresholds (FG scores) under the anticipation and recall methods. High ego strength resulted in larger FG scores under the anticipation method- weakly so in Experiment I but significantly so in Experiment II, where subjects were selected from greater extremes of ego strength. This inferiority extended to trails to criterion and a measure of the associative-learning stage as well. Tasks for extending the generality of the obtained relationship of ego strength and confidence thresholds in paired-associate learning are suggested.     

Dietary restraint of bulimic subjects following cognitive-behavioral or pharmacological treatment

The pre and posttreatment self-monitored caloric intake of bulimic subjects treated with either cognitive-behavioral therapy or imipramine was compared. Results indicated that both groups equally and successfully reduced purged calories but that only cognitive-behaviorally treated subjects increased non-purged caloric intake. These results show that cognitive-behavioral treatment lessens dietary restraint whereas imipramine treatment of bulimia nervosa does not. These findings are discussed and it is suggested that they may account for the superior therapeutic maintenance following cognitive-behavioral treatment when compared with pharmacological treatment of bulimia nervosa.     

An investigation of body part as object (BPO) responses in normal and brain-damaged adults

A test of simple pantomime was administered to three groups of adults and comparisons were made across groups of the incidence of subjects who exhibited body part as object (BPO) responses and of the mean frequency of occurrence of BPO in each group. The three groups were left-hemisphere-damaged aphasics (N = 28), right-hemisphere-damaged (N = 24), and normal controls (N = 28). The results indicated no significant differences among groups on the BPO measures. Also, to test the strength of association between the frequency of occurrence of BPO and measures of limb apraxia and severity of aphasia for the left-hemisphere-damaged aphasic group, correlation coefficients were obtained. The correlations were low and nonsignificant. The results of this investigation do not support the common clinical assumption that the occurrence of BPO during the performance of simple pantomimes is pathognomic for left-hemisphere pathology or associated with limb apraxia.     

Initial response to rape: The impact of factors within the rape situation

The relationship between specific aspects of the rape situation and immediate post-rape measures of depression, fear, anxiety, and social and interpersonal functioning in 50 recent victims of sexual assault was examined. The data failed to reveal any significant relationships between rape situation variables (e.g., stranger vs. known assailant, weapon vs. no weapon) and the nature or severity of the victims' psychological response. It is emphasized that this negative finding contradicts previous and current clinical lore, and has a number of implications for the assessment and treatment of rape victims.This research was supported by a grant from the National Institute of Mental Health (MH#29692) to the first two authors.