THE EFFECTS OF SELF-MONITORING AND SUPERVISOR FEEDBACK ON STAFF PERFORMANCE IN A RESIDENTIAL SETTING

We evaluated the effects of a self-monitoring procedure to increase staff on-task behavior and adherence to scheduled activities. Self-monitoring involved the use of activity cards that staff members completed and carried with them to assist in determining the activities for which they were responsible at any given time. Increases in both on-schedule and on-task behavior resulted. Supervisor feedback was subsequently added because some staff members did not maintain consistently high levels of performance. Generalization data indicated that staff members implemented the procedure during evening hours without specific programming. The advantages and limitations of using a self-monitoring procedure for improving performance of staff members in residential settings are discussed.     

Early receptive and productive language skills in preterm and full-term 8-month-old infants

Early receptive and productive language skills were examined for preterm low birthweight infants and full-term normal birthweight infants from middle-class homes. Nineteen preterm infants and 19 full-term infants were observed in a laboratory setting at the gestationally corrected age of 8 months. To avoid the frequent confound between prematurity and low socioeconomic status, mothers of the two groups of infants were matched on educational levels. Regression analyses were used to assess the relative influence of infant cognitive skills, infant sociability, infant birth status, and the mothers' language input as possible predictors of infant receptive language and vocal behavior. Receptive language skills were associated with higher cognitive performance, greater sociability, and preterm birth. Productive language skills were associated with higher cognitive performance. On the basis of this research, the prognosis for language development in preterm infants raised in middle-class homes appears to be excellent.This research was aided by Social and Behavioral Sciences Research grant No. 12-11 from the March of Dimes Birth Defects Foundation and supported by DHHS Grant HD03352. Computing was provided by the Waisman Center Computing Facility at the University of Wisconsin-Madison. Donna Boylan, Sue DaPra, Maria Kleczewski, Michal Rubin, Susan Silverber, and Paula VanLaanan assisted with data collection.     

THE SELF-INJURY TRAUMA (SIT) SCALE: A METHOD FOR QUANTIFYING SURFACE TISSUE DAMAGE CAUSED BY SELF-INJURIOUS BEHAVIOR

A method is described for classifying and quantifying surface tissue damage caused by self-injurious behavior. The Self-Injury Trauma Scale permits differentiation of self-injurious behavior according to topography, location of the injury on the body, type of injury, number of injuries, and estimate of severity. Fifty pairs of independently scored records were subjected to interrater reliability analyses, and the following mean (median) percentage agreement scores were obtained: overall agreement, 97% (98%); location of injury, 99% (100%); type of injury, 96% (100%); number of injuries, 89% (100%); and severity of injury, 94% (100%). Percentage agreement also was calculated for three summary scores: Number Index, 90%; Severity Index, 92%; and Estimate of Current Risk, 100%. Potential applications and limitations of the scale are discussed.     

REDUCING DISRUPTIVE BEHAVIORS OF ELEMENTARY PHYSICAL EDUCATION STUDENTS WITH SIT AND WATCH

This study reduced the disruptive behaviors of students in two elementary physical education classes: a regular fourth-grade class comprised of 30 students and an alternative education class containing 14 fourth- and fifth-grade boys with severe behavior problems. Using a multiple baseline design, we introduced a modified time-out procedure called “Sit and Watch.” The procedure reduced the frequency of disruptive behaviors by 95%. Sit and Watch proved to be socially acceptable to parents, school personnel, and the physical education teacher.     

Proverb Comprehension: The Primacy of Literal Meaning

According to the multistage model of figurative language understanding, literal meanings must be developed before figurative meanings. Although the model implies that figurative understanding should take longer than literal understanding, Kemper (1981) reported that figuratively biased proverbs were processed more quickly than literalized proverbs. By contrast, in the present study the results from six experiments yielded the opposite conclusion. These results support the multistage model and the conceptual base theory of proverb comprehension (Honeck, 1997; Honeck & Temple, 1994; Honeck, Voegtle, Dorfmueller, & Hoffman, 1980) which incorporates it. Discrepancies between studies that have examined the multistage model may crucially depend on methodological factors such as type of experimental design, materials, and, as apparent in the present case, the task and dependent measure used.     

On measuring selective attention to an expected sensory modality

Perceptual judgments can be affected by expectancies regarding the likely target modality. This has been taken as evidence for selective attention to particular modalities, but alternative accounts remain possible in terms of response priming, criterion shifts, stimulus repetition, and spatial confounds. We examined whether attention to a sensory modality would still be apparent when these alternatives were ruled out. Subjects made a speeded detection response (Experiment 1), an intensity or color discrimination (Experiment 2), or a spatial discrimination response (Experiments 3 and 4) for auditory and visual targets presented in a random sequence. On each trial, a symbolic visual cue predicted the likely target modality. Responses were always more rapid and accurate for targets presented in the expected versus unexpected modality, implying that people can indeed selectively attend to the auditory or visual modalities. When subjects were cued to both the probable modality of a target and its likely spatial location (Experiment 4), separable modality-cuing and spatial-cuing effects were observed. These studies introduce appropriate methods for distinguishing attention to a modality from the confounding factors that have plagued previous normal and clinical research.     

Visual parsing and response competition: The effect of grouping factors

When the task is to categorize a target letter at a known location, subjects shaw more interference from incongruent distractors that are relatively close (B. A. Eriksen & C. W. Eriksen, 1974) or that share common motion with the target (Driver & Baylis, 1989). In eight experiments, we examined whether static factors other than proximity can afreet the amount of interference. When distractors and the target letter were in the same color, the distractors interfered more than they did when they were in a different color, even when the latter were closer to the target. Good continuation between the target and distractors also led to more interference. These results suggest that the efficiency of selection is determined by several aspects of the relation between targets and distractors in addition to their proximity, and thus that visual attention is not directed on the basis of position information alone.     

PROCODER: A professional tape control,coding, and analysis system for behavioral research using videotape

PROCODER is a software system for observing and coding events that have been recorded on videotape. The system uses a personal-computer-based tape controller to control a VHS tape while observations are recorded. Frequencies of events, durations of events, and calculations of inter-observer agreement of events or intervals are included. Data can be output in ASCII format for use with other statistical programs. A sample study in which the system is used is described as well.