Berg WK  Wacker DP  Cigrand K  Merkle S  Wade J  Henry K  Wang YC 《Journal of applied behavior analysis》2007,40(3):545-552

The results of a functional analysis of problem behavior and a paired-choice assessment were compared to determine whether the same social reinforcers were identified for problem behavior and an appropriate response (time allocation). The two assessments were conducted in classroom settings with 4 adolescents with mental retardation who engaged in severe problem behavior. Each student's classroom teacher served as the therapist for all phases of assessment. The two assessment procedures identified the same social reinforcers for problem and appropriate behavior for 3 of 4 participants.  相似文献   

    

Emily L Barnoy  Adel C Najdowski  Jonathan Tarbox  Arthur E Wilke  Megan D Nollet  Henry Roane 《Journal of applied behavior analysis》2009,42(4):845-848

Bruxism, forceful grinding of one's teeth together, can produce destructive outcomes such as wear on the teeth and damaged gums and bone structures. The current study implemented a multicomponent intervention that consisted of vocal and physical cues to decrease rates of bruxism. A partial component analysis suggested that the vocal cue was only effective at decreasing levels of bruxism when paired with a simultaneous physical cue.  相似文献   

    

Megan R Heinicke  James E Carr  Michael P Mozzoni  Henry Roane 《Journal of applied behavior analysis》2009,42(4):861-865

The present study investigated the effects of contingency‐specifying rules and a token economy to decrease the latency to comply with academic instructions by a 16‐year‐old girl with acquired brain injury. Results showed that treatment was successful in reducing academic response latencies. These results replicate previous research in which differential reinforcement was used to decrease slow responding to academic tasks.  相似文献   

    

Nicole R Dorey  Jesús Rosales‐Ruiz  Richard Smith  Bryan Lovelace  Henry Roane 《Journal of applied behavior analysis》2009,42(4):785-794

Self‐injurious behavior (SIB), such as self‐biting and head banging, has been reported to occur in approximately 10% of captive, individually housed nonhuman primates. Accounts of the etiology of SIB in primates range from ecological to physiological. However, to date, no research has examined the possible influence of social consequences delivered by handlers and keepers in the maintenance of SIB in this population. The current study investigated the effects of social contact as a potentially reinforcing consequence for the SIB displayed by an olive baboon (Papio hamadryas anubis). Results indicated that the behavior was maintained by attention from humans. As treatment, reinforcement was arranged for an appropriate alternative response, resulting in increases in the appropriate alternative behavior and decreases in SIB.  相似文献   

    

David W Munro  Jennifer Stephenson  Henry Roane 《Journal of applied behavior analysis》2009,42(4):795-800

The use of response cards during whole‐class English vocabulary instruction was evaluated. Five low‐participating students were observed during hand‐raising conditions and response‐card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response‐card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response‐card condition.  相似文献   

    

Henry P. Stapp 《Zygon》2006,41(3):599-616

Abstract. René Descartes proposed an interactive dualism that posits an interaction between the mind of a human being and some of the matter in his or her brain. However, the classical physical theories that reigned during the eighteenth and nineteenth centuries are based exclusively on the material/physical part of Descartes' ontology, and they purport to give, in principle, a completely deterministic account of the physically described properties of nature, expressed exclusively in terms of these physically described properties themselves. Orthodox contemporary physical theory violates this condition in two separate ways. First, it injects random elements into the dynamics. Second, it requires psychophysical events, called Process 1 interventions by John von Neumann. Neither the content nor the timing of these events is determined, even statistically, by any known law. Orthodox quantum mechanics considers these events to be instigated by choices made by conscious agents. This quantum conception of the mind‐brain connection allows many psychological and neuropsychological findings associated with the apparent physical effectiveness of our conscious volitional efforts to be explained in a causal and practically useful way. According to this quantum approach, conscious human beings are invested with degrees of freedom denied to the mechanistic automatons to which classical physics reduced us.  相似文献   

    

Monahan J  Steadman HJ  Appelbaum PS  Grisso T  Mulvey EP  Roth LH  Robbins PC  Banks S  Silver E 《Behavioral sciences & the law》2006,24(6):721-730

The Classification of Violence Risk (COVR) is an interactive software program designed to estimate the risk that a person hospitalized for mental disorder will be violent to others. The software leads the evaluator through a chart review and a brief interview with the patient. At the end of this interview, the software generates a report that contains a statistically valid estimate of the patient's violence risk-ranging from a 1% to a 76% likelihood of violence-including the confidence interval for that estimate, and a list of the risk factors that the program took into account to produce the estimate. In this article, the development of the COVR software is described and several issues that arise in its administration are discussed.  相似文献   

    

N R Henry  A W Rousseau  R S Schlottmann 《Psychological reports》1974,35(1):327-335

  相似文献   

    

Nikki A. Rudy  Alison M. Betz  Evadne Malone  Justine E. Henry  Ivy M. Chong 《Behavioral Interventions》2014,29(4):269-285

The purpose of this study was to evaluate the effects of video modeling to teach children with autism to initiate bids for joint attention. The video model consisted of a child demonstrating three components of a bid for joint attention with an adult conversational partner: orienting toward the object, emitting a vocal statement, and eye gaze shift toward unique objects in the environment. Results indicated that video modeling alone was effective in teaching all components of joint attention for two of the three children, whereas video modeling plus in vivo prompting was effective for the third participant. Further, bids for joint attention did not generalize across novel items for any of the participants. Results are discussed in terms of the social relevance and validity of the use of video modeling to teach a complex social behavior such as bids for joint attention. Copyright © 2014 John Wiley & Sons, Ltd.  相似文献   

    

Henry S. Roane  Nicole M. DeRosa 《Journal of applied behavior analysis》2014,47(3):633-638

  相似文献