CONDITIONING MODELS OF ANXIETY

A critical examination is made of some behavioristic conceptualizations and treatments of chronic anxiety which are mostly based on a classically-conditioned fear model. A new model is proposed wherein it is assumed that tonic emotional states such as anxiety are more based on instrumental conditioning. This model has been successfully tested in experiments with monkeys. Questions remain about the relevance of this model with regard to the natural actual life etiology of these disorders.     

Conditional fear,anxiety, and morphine-seeking behavior

TwoCebus albifrons monkeys were given discriminative operant conditioning with visual stimuli, with Sidman avoidance and punishment as the components. The instrumental response was an unelicited increase in skin conductance. Both animals had surgically implanted catheters for automatic injection of morphine into the heart. After autonomic conditioning, the animals were given the opportunity to self-administer the morphine by touching the primate press panel that displayed the visual stimuli. One contingency-free segment per session was used for morphine injection, while the contingencies remained in force during the other segments. One of the monkeys made significantly more skin conductance responses during avoidance than during punishment, and this monkey received ten times as many shocks in punishment. This monkey also made more responses overall and had a much higher heart rate than the other animal. The other monkey did not differentiate significantly autonomically and received equal numbers of shocks in avoidance and punishment. The monkey that showed autonomic differentiation made significantly (and increasingly) more panel-presses during punishment than during avoidance. The other animal showed hardly any tendency at all to panel-press.     

Effects of a Center-Based Parent Training Package on Parents’ Accuracy of Generalized Program Implementations at Home

Abstract

The purpose of this study was to evaluate the effects of a parent training package on parents’ accuracy of program implementations and their children’s goal achievements on parent-implemented programs at home. Parents also completed a quiz with questions about three-contingencies before and after the training. Three mother-child dyads participated in this study. All three children were 4-year-old boys with developmental delays. We employed a multiple baseline across three parent-child dyads as the primary design combined with a pretest and posttest. The individual parent training sessions consisted of office meetings and in-vivo classroom coaching sessions on program implementations. Each parent was trained individually to mastery criteria on program implementations using the Teacher Performance Rate Accuracy Scale (TPRA). After completing the parent training package, all parents acquired program implementations skills, and their program implementation skills were generalized to teach new behaviors at home with a high level of fidelity. Their quiz scores on three-term contingencies also increased to a relatively high level.