A component analysis of "stereotypy as reinforcement" for alternative behavior

Results from several studies have suggested that the opportunity to engage in stereotypic behavior may function as reinforcement for alternative, more socially desirable behaviors. However, the procedural components of this intervention include several distinct operations whose effects have not been analyzed separately. While measuring the occurrence of stereotypy and an alternative behavior (manipulation of leisure materials), we exposed 3 participants to three or four components of a "stereotypy as reinforcement" contingency: (a) continuous access to materials, (b) prompts to manipulate materials, (c) restricted access to stereotypy (i.e., response blocking), and (d) access to stereotypy contingent on manipulating the materials. Continuous access to materials and prompting (a and b) produced negligible results. Restriction of stereotypy (c) produced a large increase in the alternative behavior of 2 participants, suggesting that response restriction per se may occasion alternative behavior. However, contingent access to stereotypy (d) was necessary to increase the 3rd participant's object manipulation; this finding provided some support for the use of stereotypy as reinforcement for alternative behavior. Finally, when transfer of the effects of intervention was assessed during periods in which active intervention components were withdrawn, the alternative behavior was maintained for 1 participant.     

The shame of being undone by illness and the power of support through the body of Christ

This paper examines shame that arises from living with a body that has been undone by cancer or other serious illness. It draws on first-person narratives and social-scientific studies of cancer patients to explore how bodies undone by illness often cease to conform to cultural standards of health as well as gendered expectations of bodies, and how experiences of shame arise from those shifts in how sick bodies appear and perform. Analysis of narratives by and qualitative data about those who are seriously ill also reveals how the undoing of the body by illness often precipitates an undoing of one's sense of self that leads to experiences of shame over an inability to fill roles and expectations in ways that were possible in life before serious illness. The paper then utilizes biblical and theological resources to explore ways religious communities can make space for those living with serious illness to lament what it's like to be undone by illness, to hold them up amid their experiences of vulnerability through public lament and acts of accompaniment, and to affirm their worth in the eyes of God and in the body of Christ.     

Moral hypocrisy: appearing moral to oneself without being so.

How can people appear moral to themselves when they fail to act morally? Two self-deception strategies were considered: (a) misperceive one's behavior as moral and (b) avoid comparing one's behavior with moral standards. In Studies 1 and 2 the authors documented the importance of the 2nd strategy but not the 1st. Among participants who flipped a coin to assign themselves and another participant "fairly" to tasks, even a clearly labeled coin that prevented misperception did not produce a fair result (Study 1). Inducing behavior-standard comparison through self-awareness did (Study 2). Study 3 qualified the self-awareness effect: When moral standards were not salient before acting, self-awareness no longer increased alignment of behavior with standards. Instead, it increased alignment of standards with behavior and produced less moral action. Overall, results showed 3 different faces of moral hypocrisy.     

REDUCTIONS IN SELF-INJURY PRODUCED BY TRANSCUTANEOUS ELECTRICAL NERVE STIMULATION

Transcutaneous electrical nerve stimulation is used to reduce pain but also may be useful for self-injurious behavior (SIB). In the current investigation, a microcurrent electromedical device, classified as a transcutaneous electrical nerve stimulator (TENS), was applied with a man with Down syndrome who displayed SIB that persisted in the absence of social contingencies. Although clinically significant results were not maintained, a clear difference in the rates of SIB during active and inactive TENS was observed.     

ESTABLISHING DISCRIMINATIVE CONTROL OF RESPONDING USING FUNCTIONAL AND ALTERNATIVE REINFORCERS DURING FUNCTIONAL COMMUNICATION TRAINING

Functional communication training (FCT) is a popular treatment for problem behaviors, but its effectiveness may be compromised when the client emits the target communication response and reinforcement is either delayed or denied. In the current investigation, we trained 2 individuals to emit different communication responses to request (a) the reinforcer for destructive behavior in a given situation (e.g., contingent attention in the attention condition of a functional analysis) and (b) an alternative reinforcer (e.g., toys in the attention condition of a functional analysis). Next, we taught the participants to request each reinforcer in the presence of a different discriminative stimulus (S^D). Then, we evaluated the effects of differential reinforcement of communication (DRC) using the functional and alternative reinforcers and correlated S^Ds, with and without extinction of destructive behavior. During all applications, DRC (in combination with S^Ds that signaled available reinforcers) rapidly reduced destructive behavior to low levels regardless of whether the functional reinforcer or an alternative reinforcer was available or whether reinforcement for destructive behavior was discontinued (i.e., extinction).     

The Role of Relational Aggression in Identifying Aggressive Boys and Girls

Peer perceptions of relational and overt aggression and peer evaluations of social competencies were obtained for 461 boys and 443 girls in second and third grades. In contrast to Crick and Grotpeter (1995), boys obtained higher relational and overt aggression scores than girls, and the relation between both types of aggression and peer evaluations were similar for boys and girls. When controlling for levels of overt aggression, relational aggression made a statistically significant but small contribution to the prediction of both peer-evaluated competencies and teacher ratings of aggression in boys and girls. Analyses treating relational and overt aggression as categorical variables revealed gender differences in the prevalence and corresponding sociometric status of aggressive subtypes. When peer-rated relational aggression status is not considered, 60% of aggressive girls, compared to 7% of aggressive boys, are not identified as aggressive. High levels of overt aggression were more likely to result in peer rejection for girls than for boys. In a subsample of 112 children, peer-rated relational aggression contributed more to the discrimination of teacher-identified aggressive and nonaggressive girls, whereas peer-rated overt aggression contributed more to the discrimination of teacher-identified aggressive and nonaggressive boys.     

The evaluation and treatment of aggression maintained by attention and automatic reinforcement.

In the current investigation, we used direct and indirect methods to assess and treat several topographies of aggression that were hypothesized to have separate operant functions in a young boy with severe mental retardation and pervasive developmental disorder. First, a functional analysis of aggression, using the methods described by Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994), was conducted and produced inconclusive results. Next, indirect methods were used to develop a second functional analysis, which showed that chin grinding (firmly pressing and grinding his chin against the skin and bones of others) persisted independent of social contingencies and that the other topographies of aggression (e.g., hitting, kicking) were maintained by social positive reinforcement (attention). A treatment designed to decrease aggression maintained by attention—functional communication training with extinction—reduced all forms of aggression except chin grinding. This latter topography of aggression, which we hypothesized was maintained by automatic reinforcement, was reduced when the response-reinforcer relation was interrupted through response blocking and the child was provided with an alternative form of chin stimulation.     

A language effect in voice identification

Bilingual students recorded messages in English, Spanish, and English with a strong Spanish accent. Monolingual English-speaking subjects heard a single message and attempted to identify the voice in a six-person line-up 1 week later. The line-up message was delivered in the same language and accent as the initial message. Voices were identified best when speaking English and worst when speaking Spanish. Identification accuracy was intermediate for the accent condition. There were no reliable differences among conditions in false alarms when the target voice was absent from the line-up. The effect of language was replicated using a 30-min retention interval. Familiarity with the language and language constraints on voice characteristics were discussed as possible explanations of the language effect.     

Automatic and effortful processing in Attention Deficit/Hyperactivity Disorder

Twenty-five boys with Attention Deficit/Hyperactivity Disorder and 23 age-matched controls were compared on verbal memory tasks differentiating automatic versus effortful information processing. Automatic processing tasks included the recognition of new or old words in a list and the recognition of frequency of occurrence of words in a list. Effortful tasks included free recall of lists of both related and unrelated words. Hyperactive boys did not differ from controls in automatic processing capabilities but demonstrated significantly poorer effortful processing. Intercorrelations of the variables revealed high correlations between scores on effortful measures and also raise questions about the purity of automaticity in some tasks employed. Stepwise discriminant analysis demonstrated that free recall of related words (an effortful task) best discriminated between groups. Effort-related processing in hyperactive and normal children is discussed in relation to variables of motivation, affect, arousal, and other higher-order cognitive processes.