USE OF A SELF-RECORDING AND SUPERVISION PROGRAM TO CHANGE INSTITUTIONAL STAFF BEHAVIOR

The use of a self-recording and supervision program to increase interactions between direct care staff and profoundly retarded persons in a state residential facility was investigated. Following baseline, staff were provided with instructions regarding what to self-record, criteria for how many interactions to record, and a prepared card on which to make the recordings. Throughout the study, the staff supervisor monitored intermittently staff-client interactions. Observations indicated that when the staff recorded their interactions with clients in a loosely structured dayroom setting, the rate of interactions increased noticeably for each staff person. Behavioral ecology measures indicated that other staff responsibilities, such as maintaining the cleanliness of residents and the physical area, were not affected detrimentally when social interactions increased and actually showed small improvements. Additionally, small decreases in resident self-stimulatory and disruptive/aggressive behaviors occurred when the rate of social interactions from staff persons increased. Follow-up measures indicated that the rate of staff self-recording was variable, but when staff did self-record, the increased rate of staff-client interactions maintained.     

Wepman test of auditory discrimination: What does it discriminate

This study investigated auditory discrimination as a function of ethnic group membership within the same socioeconomic status (SES). Subjects were 126 randomly selected six-year-old students attending schools in the lower SES community of southeast San Diego. Only students with no known speech or hearing defects and of normal intelligence were included. They were assigned to one of three categories: Black, Chicano, or Anglo.Subjects were administered four tests in a counterbalanced design: the Wepman, the Gross, and the Ott. The latter two were developed for use with Black dialect and Spanish-speaking youngsters, respectively. The ANOVA results indicated a reliable difference between the main effects of the groups (F=40.34,p<.001) and tests (F=72.82, p<.001), with a significant interaction between tests and groups (F=44.91, p<.001). Interaction effects were evaluated with the Dunn theorem. Significant differences were found among Anglo, Black, and Chicano students on the discrimination list for Spanish sounds (Ott) and a significant Anglo/Black difference on the discrimination test for Black dialect (Gross). Contrary to previous findings, there were no differences between the groups on the Wepman Test of Auditory Discrimination (WTAD). However, there are significant differences between groups on separate items of this test.     

Counseling Women in Behavioral Self-Direction

After consciousness raising, what? Women who want to alter their socialized responses may learn the necessary skills from counselors. Teaching behavioral self-management principles in the context of women's sex role enculturation is a preventive as well as corrective approach to helping women develop increased personal effectiveness. It is also an important option for those who do not need therapy or who have found other skill training insufficient.     

Concurrent schedules: a quantitative relation between changeover behavior and its consequences

Data from several published experiments on concurrent variable-interval schedules were analyzed with respect to the effects of changeover delay on the time spent responding on a schedule before changing to an alternate schedule: i.e., the interchangeover time. Interchangeover time increases as the duration of the changeover delay increases, and the present analysis shows that a power function describes the relation. The power relation applied in spite of numerous differences in the experiments: different variable-interval schedules for the concurrent pairs; equal or unequal reinforcement rates for the schedules of the concurrent pairs; different durations of the changeover delay; response-dependent or response-independent reinforcers; pigeons or rats as subjects; different reinforcers. A power function also described the data in experiments where the changeover incurred a timeout, where a fixed ratio was required to changeover, and also when asymmetrical changeover delays were used.     

Personal memories at different ages

Men and women aged between 25 and 75 were asked to associate personal experiences to a set of 50 randomly chosen common words. The dates of these experiences were reconstructed and plotted as frequency distributions. Neither sex differences nor introversion--extraversion had reliable effects, and response latencies did not differ between conditions, but age differences significantly affected the memory distributions. Contrary to the hypothesis that ageing produces a selective deficit for recency, it appears that the average date of remembered events tends to increase with age.     

Role and justice considerations in the attribution of responsibility to a rape victim

This study was designed to assess the extent to which social role and “just world” considerations would affect perceptions and attributions of responsibility to a rape victim. The rape victim was either a topless-bottomless dancer, a social worker, or a Catholic nun, and she was either acquainted or unacquainted with her assailant. In the acquainted condition, the dancer was attributed the greatest and the nun the least amount of responsibility, indicating that social role factors can govern the range of attributional judgments which might be made in any given instance. However, unacquainted victims were ascribed more responsibility for the rape than were acquainted victims, a difference which was significant when the victim was the nun. The latter findings are discussed in terms of Lerner's just world hypothesis. Significant sex differences were found in subjects' perceptions of and responses to the rape incident and, contrary to earlier findings, no relationship was found between victim attractiveness and punitiveness toward the wrongdoer.