Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation

Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teacher's accuracy in recording student responses and implementing each procedure. Future research issues are discussed.     

Applied behavior analysis and the movement to restructure schools: Compatibilities and opportunities for collaboration

The field of applied behavior analysis has devoted considerable effort to the problem of educating America's youth. In addition to developing a wide range of procedures to improve children's academic and classroom survival skills, behavioral researchers have discussed a wide range of technological characteristics that are likely to facilitate the adoption of their procedures by educational decision-makers and practitioners. A movement to restructure American schools has become highly popularized within educational, political, and public media forums over the past several years. One general characteristic of this movement is its failure to recommend the more frequent implementation of applied behavior analysis techniques to educate America's youth. A close inspection of three global models for school reform, however, reveals notable compatibilities with the focus and goals of applied behavior analysis. Applied behavior analysts can collaborate with and contribute to the school restructuring movement by pursuing the more formal and systematic analyses of characteristics essential to the adoption process.     

Making peace in gestational conflicts

Mary Anne Warren's claim that there is room for only one person with full and equal rights inside a single human skin ([1], p. 63) calls attention to the vast range of moral conflict engendered by assigning full basic moral rights to fetuses. Thereby, it serves as a goad to thinking about conflicts between pregnant women and their fetuses in a way that emphasizes relationships rather than rights. I sketch out what a care orientation might suggest about resolving gestational conflicts. I also argue that the care orientation, with its commitment to the significance of the partial and the particular, cannot be absorbed within standard, impartialist moral theory.     

The accuracy of maternal self-reports: Agreement between reports on a computer simulation compared with observed behaviour in the supermarket

The validity of maternal self-reports about their parenting behaviour is evaluated with two studies. In both studies, the mothers were observed shopping in the supermarket with their 2-year-old children. One week later they responded to multiple choice questions on a computer that simulated the experience of shopping with their children. The exact agreement between the two types of data was then assessed. The results from the first study involving 28 mothers revealed some agreement, although it was generally low. In an effort to increase the level of agreement, the computer simulation was revised to allow multiple responses and to clarify some of the simulation vigenettes. A replication study resulted in a considerably higher level of agreement for 22 mothers. Implications of this method for researchers and practitioners are discussed.     

Marital satisfaction and family stress as predictors of classroom behaviors

The purpose of this research was to examine the relationship between parents' perceptions of marital satisfaction and family stress and their third grade children's classroom behavior. Twenty-one married couples completed questionnaires during home visits. Behavior observations were made from videotapes of children recorded in their classroom during lunch and group academic periods on each of three days. Frequencies of peer interactions, solitary behaviors, and teacher interactions were coded. Regression analyses showed that mothers' level of marital satisfaction (but not fathers') predicted their children's frequency of peer interactions during lunch. Fathers' level of perceived family stress (but not mothers') predicted their children's frequency of peer interactions during lunch. Neither measure for either parent was related to the frequency of peer interactions, solitary behaviors, or teacher interactions observed during the academic sessions. These findings highlight the importance of assessing the potential differential relation of parent variables to children's trans-situational behaviors, and the examination of these variables in relation to different social-environmental contexts in which children participate outside the home.     

Three intensive community-based programs for children and youth with serious emotional disturbance and their families

Systems of care for children with serious emotional disturbance and their families have generally lacked intensive community-based programs. We describe three types of newly established community-based programs in New York State and present a general evaluation plan for determining which programs work for various children and their families. The three community-based programs are Intensive Case Management, Family-Based Treatment, and Family-Centered Intensive Case Management. Process and outcome evaluations are being conducted for each of these programs. These evaluations make use of common intake and termination instruments, based on a minimum data set, standardized assessment instruments, and a common logic model, thus facilitating the comparison of findings across evaluations.     

A tether system for cardiovascular studies with the behaving micropig

A tether system has been developed for continuous monitoring of blood pressure in the micropig. The micropig is a suitable model for blood-pressure research because of the similarity of its cardiovascular system to that of humans and because of its sensitivity to high sodium intake. The system consists of a metal boom, attached via a universal joint to a wall 6 ft above floor level, that extends horizontally to the center of the enclosure. A fluid and electronic swivel affixed to the boom is connected to a flexible, hollow, metal tether that descends to a vest worn by the micropig. The vest contains a pressure transducer to which an indwelling arterial catheter is connected via a stopcock. The transducer cable and an infusion line ascend through the interior of the tether to the swivel. The system remains in equilibrium through a system of pulleys and counterweights. Continuous, 24-h recording shows a diurnal variation characterized by higher heart rate but lower blood pressure during the day than at night. The system has been found to be effective for continuous studies over intervals of a month or more.     

Picture Perception Lab: A program for picture perception experiments on the Macintosh II

Picture Perception Lab (PPL) is a program for picture perception experiments. PPL capitalizes on the sophisticated drawing software available for the Macintosh computer by allowing the user to create stimulus images by using almost any drawing package. Through a series of user-friendly dialog boxes, PPL enables even nonprogrammers to develop, quickly and easily, tachistoscopelike vision experiments. The program allows a wide variety of experimental designs. Image exposure durations and subjects’ reaction times are precisely monitored with millisecond timing functions. Each image is drawn on the screen in a single 60-Hz refresh.     

Technologies to reliably transduce the topographical details of pigeons’ pecks

Pigeons’ pecking has long been a subject of interest in behavioral research, with the response typically being viewed as unitary. Recent experiments done with computer-controlled devices have revealed that this response is at least bipartite in character, with beak opening and response location (head transport) as its components. In addition, experimental work has demonstrated that these response components may be separately influenced and controlled by respondent and operant conditioning procedures. The detailed topographic analysis and technology that have emerged may provide a background for similar work with other behavioral systems.     

Low-dimensional chaos maps learning in a model neuropil (olfactory bulb)

Quantification of a chaotic system can be made by calculating the correlation dimension (D2) of the data that the system generates (Packard et al., 1980). The D2 algorithm, however, requires stationarity of the generator, a feature that biological data rarely reflect (Mayer-Kress et al., 1988). So we developed the “point correlation dimension” (PD2), an algorithm that accurately tracks D2 in linked data of different dimensions (Carpeggiani et al., 1991). We now present a mathematical argument that, for stationary data, individual PD2s converge to D2 and we demonstrate that the algorithm rejects contributions made by bursts of noise. Data were obtained from the surface of the olfactory bulb of the conscious rabbit (64 electrodes, 640 Hz each, 1.3 sec epochs) before and after presentation of a novel or habituated odor. D2 could be calculated in only 1 of 10 novel-odor trials, whereas PD2 could be calculated in all. Both algorithms indicated that a novel odor evokes a spatially uniform dimensional increase. The PD2 uniquely exhibited the dimensional decreases that occur during inspiration and the gradients of mean dimension present during the nonstimulated control state. These control gradients remained unchanged without odor experience, but showed spatially specific PD2 increases following odor habituation. It is interpreted that, 1) the PD2 issensitive, accurate, and appropriate for dimensional assessment of biological data, 2) that during analysis of unfamiliar information a singleglobal process is transiently evoked in the neuropil, and 3) after experience multiplespatially specific processes tonically map the sites of learning. Grant Support: National Institutes of Health, HL 31164 and NS27745