A computer-based programmable tachistoscope for nonprogrammers

A set of programs for on-line control of reaction time experiments is described. These programs allow a wide range of experiments to be coded in a simple form that eliminates the need for any knowledge of programming.     

NORMALIZATION OF INSTITUTIONAL MEALTIMES FOR PROFOUNDLY RETARDED PERSONS: EFFECTS AND NONEFFECTS OF TEACHING FAMILY-STYLE DINING

Benefits have been reported for certain institutionalized populations when mealtimes are arranged under normal, family-style conditions. In this study, we evaluated a program for teaching family-style mealtime skills to institutionalized persons with skill deficits greater than those targeted in previous research—the profoundly retarded. Results showed that the program, involving forward chaining with a less-to-more intrusive prompting sequence and contingent reinforcement, successfully taught four profoundly retarded persons several family-style skills. Also, systematic measures supported the durability of the skills, social validity of the behavior changes; Final acceptance of the program by staff trainers, and no detrimental changes in health-related variables associated with food consumption. However, results also indicated that beneficial corollary changes (e.g., increased peer communication) previously reported with higher skilled populations did not occur. These results suggest that with more seriously handicapped populations, multiple changes should not be assumed when normalizing institutional conditions; rather, specific skill training will probably be necessary.     

Behavioral variability as a function of noncontingent adult attention,peer availability,and situational demands in three hyperactive boys

Recommendations about placements for children in need of special education are routinely made and carried out without empirical validation for the efficacy of particular approaches nor the appropriateness of an approach for a particular child. A study was designed to examine a methodological model which focuses on empirically deriving recommendations for the most appropriate teaching situation for any given child requiring special education. Prosocial, problem, and task-related behaviors in three hyperactive boys were assessed in eight prearranged situations: (1) group play with one adult supervising; (2) group play with three adults; (3) group teaching with one adult; (4) group teaching with three adults; (5) individual play with low density noncontingent adult attention; (6) individual play with high density noncontingent adult attention; (7) individual teaching with low density noncontingent adult attention; and (8) individual teaching with high density noncontingent adult attention. Behaviors assessed included adult, peer, and target child attention given and received; compliance; aggression; disruption; task involvement; and percent tasks correctly completed of tasks attempted. Data revealed that the most disruptions and least efficient task performance occurred in the group teaching situation with one adult. The most efficient task performance and fewest disruptions in a teaching situation occurred in the individual teaching setting with high density noncontingent adult attention. In addition. overall mean rates of disruptive behavior were higher in group situations than in individual situations. The data strongly validate the need for carefully selecting educational environments for problem children, and that the behavior of such children is, at least, partially influenced by environmental factors.     

Problems with stimulus/response equivalence and reactivity in the assessment and treatment of obsessive-compulsive neurosis

Self-recording was used as part of a comprehensive package of interventions to treat a case of obsessive-compulsive neurosis. The discrepancy between the self-recording data and other indices of improvement provoked consideration of the value of self-monitoring in light of Rachman's (1976) typology of obsessive-compulsives and the three major theoretical explanations of the reactivity of self-monitoring (Nelson and Hayes, 1981). It is hypothesized that self-monitoring may be countertherapeutic and misleading when there is stimulus/response equivalence or a checker type of obsessive-compulsive client.     

PEER TRAINING OF SAFETY-RELATED SKILLS TO INSTITUTIONAL STAFF: BENEFITS FOR TRAINERS AND TRAINEES

A peer training program, in which experienced staff trained new staff, was evaluated as a method for teaching and maintaining safety-related caregiver skills in an institutional setting for the developmentally disabled. Three sets of safety-type skills were assessed in simulated emergency situations: responding to facility fires, managing aggressive attacks by residents, and assisting residents during convulsive seizures. Using a multiple-baseline research design, results indicated that the peer training program was an effective method of training the three types of emergency skills to new direct care staff. The program also appeared effective in improving the skills of the peer trainers. Perhaps most importantly, results indicated that if experienced staff functioned as peer trainers for particular emergency skills, then their proficiency in those skills maintained over time whereas their proficiency declined in emergency skills for which they did not act as peer trainers. Social validity information collected from available staff 23 months after the program was completed supported the utility of the training in terms of staff responses during actual emergencies. Also, acceptability measures indicated that staff liked participating in the program. However, some inconsistencies between staff verbal reports and performance-based measures of acceptability were noted. Results are discussed regarding the overall effectiveness of the peer training program, the importance of maintenance strategies for safety-related skills, and the need for multidimensional analyses of staff acceptability in staff training/management research.     

Aggressive behavior in the home as a function of the age and sex of control-problem and normal children

This cross-sectional study investigated the ability of age, sex, and clinic-referred or nonreferred status of children to account for variance in the performance of aggressive behavior. Two clinic-referred groups and one normative group of children, composed of 137 males and 86 females between the ages of 3 and 13, were observed during unstructured family interactions in the home setting. Measures of aggressive/aversive child behavior included a composite total aversive behavior (TAB) score, a physical aggression (PAB) score, a verbal aggression (VAB) score, a passive-dependent behavior (PDB) score, and a disobedience (DSB) score. The total regression model and referral status were significant for each of these dependent variables. Age was significant for each variable except VAB, and sex was significant only for PAB. Significant age X group interactions were obtained for TAB, PDB, and DSB. Rates of behavior clearly differentiated groups, but the relationship of age and sex of child to behavior rates was the same across groups. Decreases in all behaviors with increasing age, except for VAB, replicate findings from previous studies in preschool settings. However, the meager sex differences failed to replicate more robust findings generally reported in previous research.