Covert behavior as a direct electromyographic measure of mediating responses

Electromyographic (EMG) measures (in addition to eye activity, and electroencephalograms, EEG) were taken from the tongue and arms of children under conditions of verbal oral mediation, non-oral (leg and arm) mediation based on the concepts of right and left, and no-mediation. It was found that amplitude of tongue EMG (a measure of covert oral behavior) significantly increased only for the Verbal Mediation Group, and the increase was significantly greater than for the other two (control) groups. The arms were possible loci of mediational behavior for the Non-oral Mediation Group; arm EMG was relatively large under this non-oral mediation condition, the changes being significant for the left arm. Eye movements, possible indicators of right and left mediational activity, were greater under the non-oral mediation condition, too. These psychophysiological measures of covert behavior during mediation are thus consistent with verbal mediational theory that has been based on the study of overt behavior.     

VARIANT AND INVARIANT HIGH-PROBABILITY REQUESTS: INCREASING APPROPRIATE BEHAVIORS IN CHILDREN WITH EMOTIONAL-BEHAVIORAL DISORDERS

This study examined the effects of variant versus invariant high-probability (high-p) request sequences on the performance of requests to initiate a social bid by young children with emotional-behavioral disorders. In the initial phases of the investigation, a multiple baseline design showed that the delivery of invariant sequences (i.e., high-p requests delivered in the same sequence) produced initial increases in compliance to requests to initiate a social bid to a peer. However, increases were not maintained across the invariant condition. The delivery of variant high-p sequences produced increases in compliance to requests to initiate social bids that were maintained across the variant condition. In a follow-up condition, the number of requests within the pool of the variant and invariant high-p requests were controlled. Results of the follow-up condition replicated those found in the initial condition. Implications for applied use and future research are discussed.     

Operationalization of the Multicultural Counseling Competencies

For the past 20 years, the Association for Multicultural Counseling and Development (AMCD) has provided leadership for the American counseling profession in major sociocultural and sociopolitical domains. Through our vision of the centrality of culture and multiculturalism to the counseling profession, we have created new directions and paradigms for change. One of our major contributions has been the development of the Multicultural Counseling Competencies (Sue, Arredondo, & McDavis, 1992).     

Birth control practices and conservatism

This study examined the relationship of conservatism to reports of contraceptive usage, reasons for nonusage of a particular birth control method, and knowledge of birth control information. The never married high conservative subjects who were sexually experienced revealed that they had (a) a lower frequency of usage as well as a lower variety of contraceptive methods; (b) endorsed the beliefs that it was morally wrong and that it was unnatural to use a given birth control method significantly more often as reasons for not using contraceptive techniques; and (c) less knowledge of birth control methods than did low conservative subjects who were sexually experienced. Results were interpreted to support the notion that the fear of loss of control of one's impulses and hence the basis for conservative attitudes are determinants of contraceptive usage.     

Electrical measurement of internal information processing during silent reading and listening

When one listens, one “says what one hears.” In reading, one “says what one sees,” following which, one “hears what one says.” The processes of intermodal transfer and of phonetic coding to achieve lexical-semantic processing are hypothesized. The technologic consequence is that covert oral behavior (subvocalization) during silent reading is beneficial to children and should not be tampered with by the teacher.     

A Comparison of Two Group Contingencies on Teachers’ Use of Behavior-Specific Praise

The present study evaluated the effects of two reinforcement contingencies on teacher use of behavior-specific praise (BSP) in the classroom. An alternating treatments design was used to compare the implementation of both an independent and interdependent contingency to increase frequency of BSP delivery. Four general education elementary school teachers and their students participated. Teachers’ use of BSP and general praise, as well as, behavior-specific and general reprimands were evaluated. Data were also collected on students’ levels of academically engaged and disruptive behaviors. Both the independent and interdependent conditions resulted in higher frequencies of BSP and reduced the use of both general and behavior-specific reprimands. Student levels of academic engagement increased while disruption decreased across both contingencies. Results of the present study are discussed in terms of related literature and implications for applied practice.