Effects of High-Probability Request Sequences on Preschoolers' Compliance and Disruptive Behavior

A high-probability request sequence was implemented with three preschool children with developmental delays within their classroom during typical activities. A multiple baseline design across subjects was used to evaluate the effects of the high-probability request sequence on compliant responding to low-probability requests and the occurrence of disruptive behavior. Results of the study indicate that the use of the high-probability request sequence was effective in increasing compliant responding to low-probability requests delivered by two different trainers for all children. No increases in disruptive behavior were noted as a result of using the high-probability request sequence. When the high-probability request sequence was withdrawn, compliant responding to low-probability requests was maintained for all children across time and in different settings.     

REEMERGENCE AND EXTINCTION OF SELF-INJURIOUS ESCAPE BEHAVIOR DURING STIMULUS (INSTRUCTIONAL) FADING

Based on results of a functional analysis indicating that the self-injurious behavior (SIB) of 3 individuals was maintained by negative reinforcement (escape from instructional situations), the effects of stimulus (instructional) fading were evaluated in a multiple baseline design across subjects. The rate of instructions was reduced to zero at the beginning of treatment and was gradually increased (faded in) across sessions as long as SIB remained low. However, if SIB remained high for 10 consecutive sessions, extinction was implemented until SIB decreased, at which point extinction was withdrawn and fading was resumed. Treatment was completed when the rate of instructions was the same as in baseline (two per minute), and SIB remained below 0.5 responses per minute for two consecutive sessions. Results showed that instructional fading (without extinction) virtually eliminated SIB initially, but these effects were not maintained. All 3 subjects required multiple exposures to extinction and over 150 treatment sessions in order to meet the end-of-treatment criteria. Advantages and limitations of fading procedures without an extinction component, as well as extensions of both interventions to other clinical problems, are discussed.     

Individual differences in the effects of spontaneous mimicry on emotional contagion

Two experiments explored the role of mimicry and self-perception processes in emotional contagion. In Study 1, 46 subjects watched two brief film clips depicting an episode of startled fear. In a separate procedure, subjects adopted facial expressions of emotion, and reported whether the expressions had caused them to feel corresponding emotions. Those who reported feeling the emotions were identified as more responsive to self-produced cues for feeling. Subjects who visibly moved to mimic the behavior of the actor were significantly more likely to be those who were more responsive to self-produced cues. In Study 2, 57 subjects watched three film clips depicting happy people. During clips when they inhibited the movements of their faces, subjects reported less happiness than during clips when they moved naturally and were able to mimic, or when they exaggerated their movements. This effect occurred only among subjects who, in a separate procedure, had been identified as more responsive to self-produced cues.The authors would like to thank Paul Ekman, Jerry Ginzburg, and an anonymous reviewer for very helpful suggestions for ways to improve the paper.     

Is guidance an applied science?: The role of theory in the careers guidance interview

Some of the findings of a study investigating careers officers' use of theoretical models in the careers guidance interview are discussed. Data were collected through visits to institutions offering Diploma in Careers Guidance courses, a large-scale questionnaire survey of careers officers, and semi-structured interviews and group discussions. There was evidence that in initial training, theory is used to support, rather than determine, the development of skills. Results also suggested that practising careers officers are familiar with a fairly wide range of theories, although in their interviewing they tend to apply broad principles of theory, rather than specific elements. Careers officers who trained some time ago were less familiar with theories than were those who trained more recently, and there was no support for the hypothesis that long service leads to a greater recognition of the relevance of theories generally. Familiarity with guidance and counselling theories appears to be more influential than knowledge of career theories on the way careers officers think about interviewing. Overall, the findings cast doubt on the view that careers guidance is an applied science.     

Predictors of Accurate and Inaccurate Memories of Traumatic Events Experienced in Childhood

How likely is it that traumatic childhood events are misremembered or forgotten? Research on children′s recollections of painful or frightening medical procedures may help answer this question by identifying predictors of accurate versus inaccurate memory. In the present study, 46 3- to 10-year-old children were interviewed after undergoing a stressful medical procedure involving urethral catheterization. Age differences in memory emerged, especially when comparing 3- to 4-year-olds with older children. Children′s understanding of the event, parental communication and emotional support, and children′s own emotional reactions also predicted accuracy. Memory did not reliably vary for children who endured the medical procedure once versus multiple times. Results are discussed in relation to possible precursors of accurate and false memories, and forgetting, of traumatic events experienced in childhood.     

‘Warm’ and ‘cold’ personality factors in human sexuality

Human sexual responsiveness in the coital relationship has been found to vary between sexual partners. The present study was conducted to determine: (1) the affect of ‘warm’ or ‘cold’ personalities of the sexual partners on foreplay, afterplay, pre- and post-communication, and (2) ‘warmness’ or ‘coldness’ demonstrated in acts of these criteria in the sexual relationship. Significant differences were found in each instance.