An analysis of children's oppositional behavior

The purpose of the present study was to examine the relationship between children's oppositional behavior and the following two variables: number of commands issued and time from command presentation. Twenty-four five year-old children and their mothers served as subjects. The results indicated an increase in oppositional behavior as the number of commands increased. Furthermore, most oppositional behavior occurred immediately following the presentation of a command.This study was part of a larger investigation examining the effects of time-out on noncompliance (Scarboro & Forehand, 1975).The investigation was supported by a grant from the University of Georgia research council.     

The social play of two behaviorally disordered preschool children during four activities

The effect of contingent teacher attention on the social play of two behaviorally disordered preschool children was investigated. Using a multiple baseline design with reversal conditions, social play was measured on four activities: pegs and pegboard, athletic ball, blocks, and water pail. Baseline data indicated considerable variability in the amount of social play across the four activities. The initiation of the experimental contingency produced a dramatic increase in percentage of time in which the subjects engaged in social play. The implications of these results for the remediation of isolate behavior in young children with multiple behavioral deficits are discussed.     

Distractibility and hypersensitivity

The present paper reports on the development of a modified problem checklist for use in normal samples of elementary school children. The two factors, Hypersensitivity and Distractibility, replicated over male and female samples. Hypersensitivity showed a significant grade effect, with a decrease between the first and second grade for both boys and girls. In contrast, boys scored higher than girls on Distractibility and there were no grade differences. Convergent validitiy data from peer judgments, in-class activity level, physical fitness measures, standardized achievement scores, and a comparison with another teacher judgment are presented. In addition, three Behavioral Problem Checklist (Quay & Peterson, 1967) dimensions, Conduct Problem, Personality Problem, and Inadequacy--Immaturity, were developed and their relationships to the independent measures, as well as to the new dimensions, are presented. The pattern of correlations of Distractibility was quite similar for boys and girls, with both being rated as Mean-Noisy by their peers. The findings for Hypersensitivity were somewhat weaker. Distractibility and Conduct Problem scores reflected a similar pattern of correlations with other variables; in a like manner, Hypersensitivity and Personality Problem scores reflected a similar pattern of correlations with other variables. Distractibility was related to an increased activity level and Hypersensitivity was related to a decreased activity level in young boys. The total number of behavior problems was related to a decrease in activity level for young girls. Older Distractible and Hypersensitive girls showed different patterns of activity level. It is proposed that problem behavior is more complex for older children and that Distractibility may be less influenced by the usual socialization process of school than is Hypersensitivity and may have some congenital antecedents.     

The effects of reward and punishment on reaction times and autonomic activity in hyperactive and normal children

The performance of hyperactive and control children was compared on a delayed reaction time task under three reinforcement conditions: reward, punishment, and reward plus punishment. Hyperactives had slower and more variable reaction times, suggesting an attentional deficit. Although each of the three reinforcement conditons was successful in improving reaction times for both subject groups, reward led to a significant increase in impulsive responses in the hyperactive children. Autonomic data revealed that reward also increased arousal to a greater extent than punishment or reward plus punishment. Although resting skin conductance was not different in the two groups of subjects, hyperactives produced fewer specific autonomic responses to signal stimuli.     

An empirical comparison of theZ-variance and Box-Scheffé tests for homogeneity of variance

This brief report provides a comparison of theZ-variance and Box-Scheffé tests for homogeneity of variance. Both procedures are relatively simple to perform and both may be readily utilized in complex, multifactor designs. TheZ-variance test is not robust against non-normality; the Box-Scheffé test is robust against non-normality but is not nearly as powerful as theZ-variance test.     

The training of telephone crisis intervention volunteers

Telephone crisis intervention services are growing at a very rapid rate. A review of the literature reveals that there are very few references to this new phenomenon and even fewer that deal with evaluating the effectiveness of telephone crisis training. Herein 7 articles are reviewed which deal with volunteer selection and training. These articles demonstrate that no consistent rationale for volunteer selection or training exists. Selection of volunteers typically consists of a gross screening to eliminate any obviously unsuitable persons, with training serving as a further sorting procedure where volunteers who are uncomfortable with the role of a crisis interventionist can be encouraged to drop out. The authors suggest that a training model be built around crisis intervention theory using principles of social learning as the methodology for training.     

Assessing nonprofessional mental health workers with the GAIT

Coed groups of undergraduates took the Group Assessment of Interpersonal Traits (GAIT) twice with either a 3-week or a 9-week interval. Peer ratings of the nine GAIT scales were unrelated to sex. Test-retest correlations were significantly positive for the short-interim Ss (N = 41) but were generally low for the long-interim Ss (N = 29). Peer-rated GAIT Therapeutic Talent variables (Understand, Accepting-Warm, Open) were significantly correlated with the self-reported Comrey Personality Scale of Empathy, and GAIT Open was significantly correlated with Comrey Activity. GAIT Open, Accepting-Warm, and Best Counselor ratings were significantly correlated with total verbal responses (as counted from audiotapes of the GAIT interactions). The highly intercorrelated GAIT Therapeutic Talent variables may not be discriminated by peer raters. It is suggested that peer GAIT Therapeutic Talent ratings may be tapping an underlying global dimension, Help-Oriented Activity. Attention is called to the need for standardizing Gait ratings and for retaining the economy and ease of the GAIT.     

Personality patterns of white,black, and Mexican-American patrolmen as measured by the Sixteen Personality Factor Questionnaire

The Sixteen Personality Factor Questionnaire was administered to 461 Los Angeles patrolmen to abtain a normative police profile. Multivariate analysis revealed that the average patrolman appeared brighter, more reserved, dominant, and tough-minded (p less than .001) than the average male. Comparisons were made for 29 black, 33 Mexican-American, and 399 white officers. Mexican-American officers emerged as more conservative and relaxed than whites, while black officers appeared more experimental, analytical, and group-oriented. A comparison with an idependent police sample revealed common traits of self-assurance and conservatism. Results were compared with a social workers' profile and discussed in relation to police officers' actual job activities and community needs.     

Clinical and statistical approaches to the assessment of brain damage in children

In an attempt at innovation in the clinical versus statistical prediction controversy, the present research examined three methods of assessing organic brain damage in a sample of sixty-eight 9- to 14-year-old children. Methods compared were clinical judgment (CP); existing actuarial norms (EAN); and derived statistical prediction (DSP), based on three psychological tests. The results were as follows: (a) None of the methods classified subjects significantly better than chance (p<.05); (b) there was no significant difference (p<.05) among the methods in terms of their rates of accurate classification; (c) CP based on combined tests did not result in higher predictive accuracy than those based on an individual test; (d) CP made after receiving feedback on accuracy showed an increase in number of correct classifications over prior CP; and (e) CP based on knowledge of the statistical prediction in addition to test data showed a higher rate of correct classification than DSP alone.