A critical review of theS/L reliability index

The meaning and properties of a commonly used index of reliability, S/L,were examined critically. It was found that the index does not reflect any conventional concept of reliability. When used for an identical behavioral observation session, it is not statistically correlated with other reliability indices. Within an observation session, the standardizing measure of Lis beyond the control of the investigator. Furthermore, the reason for the choice of Las the standard is unclear. The role of chance agreement in S/Lis not known. The exact interpretation of the index depends on which observer reports L.Overall the conceptual and mathematical meaning of S/Lis dubious. It is suggested that the S/Lindex should not be used until its nature is shown to be a measure of reliability. Other approaches such as the intraclass correlations and generalizability coefficients should be used instead.The authors are indebted to Johnny Matson for his critique of an earlier version of this paper.     

TEACHING FOSTER GRANDPARENTS TO TRAIN SEVERELY HANDICAPPED PERSONS

Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training.     

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.     

The order of continuous,partial and nonreward trials and resistance to extinction

In the first experiment rats were given either 16 or 48 nonrewarded or continuously rewarded trials prior to 24 continuously or partially rewarded trials, followed by extinction. Increased resistance to extinction was found for increasing numbers of nonrewarded trials when they were followed by partial reward, but not when followed by continuous reward. Similarly, more continuously rewarded trials followed by partial reward tended to increase resistance to extinction. Because of the theoretical importance of the effect of continuous reward followed by partial, a second experiment was performed where the range of the number of continuously rewarded trials was extended to 0, 48, and 96. Contrary to many theoretical predictions, resistance to extinction increased as a function of increasing amounts of continuous reward.     

APPLICATION OF A SOCIAL SKILLS TRAINING PROGRAM IN THE MODIFICATION OF INTERPERSONAL DEFICITS AMONG RETARDED ADULTS: A CLINICAL REPLICATION

Six mentally retarded adults, equally divided into two treatment groups, were provided with individualized social skills training programs. Treatment, evaluated via a multiple-baseline design strategy, was sequentially and cumulatively applied across target behaviors over a four-week intervention period. Behavioral observation probes and social validation measures served as the primary dependent variables. Results indicated that (a) treatment was effective for virtually all behaviors across all subjects, (b) improvements occurred for both training and generalization scenes, and (c) behavioral performance was maintained one month following the termination of treatment.     

Suprathreshold binocular interactions for grating patterns

Binocular interactions of suprathreshold grating patterns have been investigated using a reaction time measure of contrast detection. Simple reaction times were determined for monocular and binocular viewing conditions over a contrast range from .63 to near threshold. The results from all subjects showed binocular summation for contrast levels near threshold, but there was considerable variation across subjects for contrast levels above threshold. Some subjects showed summation over the entire contrast range, but other subjects showed either binocular inhibition or binocular facilitation for some range of contrast levels. The pattern of binocular interaction for a given subject was consistent for several spatial frequencies. The differences in types of interaction between subjects, the variation in magnitude of binocular interaction with contrast level for each subject, and the data from experiments involving stimulation of noncorresponding retinal areas show that the binocular interactions found for suprathreshold stimuli cannot be accounted for on the basis of probability, and must, therefore, result from physiological interactions between the two eyes. These interactions have been investigated further under conditions of (1) induced fixation disparity, (2) horizontal gratings, and (3) orthogonally oriented gratings.     

Dimensions of behavior in children with speech and language disorders

The behavioral symptoms of a population of children with speech and language disorders (with a mean age of approximately 6 years) were studied with a teacher and a parent questionnaire. A factor analysis produced similar factors for both questionnaires: Hyperactivity-Conduct, Affect, and Language. An Asocial factor was also found with the teacher questionnaire. The factors of this study were in good agreement with the general factors of Aggression and Withdrawal found in other quantitative studies. Mean factor score profiles were reported for this unique population of children.The authors would like to thank Dr. Donald Guthrie for his statistical consultation and Dr. Howard Grey for the use of his patient population.