A content analysis of the conversational behavior of accepted and rejected children

The present study was designed to assess whether the conversational behavior of children separated into accepted, rejected, and mixed-status dyads differed along the dimensions of listening to, paying attention to, and indicating interest in their dyadic partner. Conversations of 40 third-grade dyads were analyzed as they occurred in a 2- min waiting period and a 4- min conversation period. Seventeen categories of verbal behaviors that indexed these dimensions were used as content codes. Multivariate analyses of variance performed on the observational data yielded significant main effects for status, sex, and experimental condition. Results are interpreted in terms of previous social skills research, and suggestions for future research are offered.     

August Dvorak (1894-1975): Early expressions of applied behavior analysis and precision teaching

August Dvorak is best known for his development of the Dvorak keyboard. However, Dvorak also adapted and applied many behavioral and scientific management techniques to the field of education. Taken collectively, these techniques are representative of many of the procedures currently used in applied behavior analysis, in general, and especially in precision teaching. The failure to consider Dvorak's instructional methods may explain some of the discrepant findings in studies which compare the efficiency of the Dvorak to the standard keyboard. This article presents a brief background on the development of the standard (QWERTY) and Dvorak keyboards, describes parallels between Dvorak's teaching procedures and those used in precision teaching, reviews some of the comparative research on the Dvorak keyboard, and suggests some implications for further research in applying the principles of behavior analysis.     

The development and adoption of controversial default technologies

Default technologies evolve from failure. Within the realm of human behavior, technologies based on the use of aversive contingencies can be conceptualized as default technologies because they come into play when natural contingencies or positive reinforcement fail to produce a desired behavioral outcome. Historical as well as contemporary events suggest that it is a mistake for behavior analysts to advocate for the adoption of aversive technologies. We must, however, continue to play a leading role in the development of such technologies so that they will be used in an appropriate manner. Furthermore, the eventual elimination of aversive technologies will be possible only through continued, careful, and experimental analysis of the contexts of failure in which they are born.     

Use of Student Paraprofessionals in Divisions of College Student Affairs

A stratified random sample of college student affairs divisions was surveyed to assess the depth and breadth of student paraprofessional use. More than 72% of the responding institutions reported having one or more student paraprofessional programs.     

Leadership behavior,group climate and outcome in group psychotherapy: A study of outpatient psychotherapy groups

A recent clinical study of outpatient psychotherapy groups in a community mental health center explored the linkage between group leadership variables, group climate, and outcome. The study involved nine outpatient therapy groups, over 50 group clients, and several group therapists. A repeated measures design involving assessment of clients' outcome and level of functioning, group leadership style, and group climate was used to assess changes over a 6-month period. The findings suggest: 1) a reduction in symptoms and improved functioning for clients; 2) a similarity of perceptions by members and leaders of perceived leadership behaviors and group climate; 3) the presence of direct and indirect influences of group climate and leadership behavior on clients' outcome; and 4) a linkage between leadership behavior and group climate with the theoretical orientation of the group. The findings of the research are discussed in relation to the understanding of specific effects in group psychotherapy and the implications for construction of group psychotherapy theory.The authors would like to thank Robert Dies, Ph.D., for his helpful suggestions in the early phase of this study; Roy MacKenzie, M.D., for permission to use the Group Climate Questionnaire; Diane DePalma, Ph.D., for permission to use the Global Leadership Behavior Index; Chris Boltwood, B.A., for her untiring efforts in administering the instruments and coding and entering the data; and most importantly, the psychotherapy group members and the group therapists for their cooperation in this endeavor—without their help, this clinical study would not have been possible.A version of this paper was presented at the Annual Meeting of the American Group Psychotherapy Association, 1987, New Orleans, Louisiana. Lenore Phipps, R.N., M.S., C.S., was formerly Director, Group Psychotherapy Program at Park Ridge Mental Health Center, Rochester, now in private practice at Guild Medical Center, Norwood, MA 02062.     

An experimental analysis of the civil commitment recommendations of psychologists and psychiatrists

Legal and nonlegal factors influencing the civil commitment recommendations of psychologists and psychiatrists separately and as a whole were investigated using an experimental design. One hundred and seventy-six psychologists and psychiatrists made recommendations for or against commitment for a series of clinical vignettes wherein the five facets of commitment criterion, legal committability, clinical treatability, alternative resources and presence of psychosis were systematically varied. Results revealed that all facets contributed independently and in combination to the commitment decisions of participants as a whole. It was concluded that mental health professionals may utilize a variety of types of information, beyond the relevant legal criteria, in making actual decisions to initiate civil commitments.     

PAST: Viewing the programming process

A software package called PAST (Programmer Assessment Software Tools) is described. PAST was designed as a research and diagnostic tool to analyze how programmers develop and test program code. PAST uses line changes between successive compiles to estimate a programmer’s cognitive processing. Line changes are highlighted and graphically presented between any two versions or compiles. Summary graphs and statistics across all versions also are provided. Applications of PAST for expanding our understanding of programming and applying it to research, teaching, and learning are discussed.