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Greenwood CR Hops H Walker HM Guild JJ Stokes J Young KR Keleman KS Willardson M 《Journal of applied behavior analysis》1979,12(2):235-253
A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement. 相似文献
134.
Developed a scale designed to detect invalid response patterns on the High School Personality Questionnaire (HSPQ). Using a large sample of protocols drawn from the HSPQ standardization group, ten items were found to satisfy the necessary criterion for inclusion in the resulting "random" or "validity" (RV) scale. When applied to separate cross-validation groups of nearly 2,000 valid and randomly generated response protocols, RV was found to correctly classify 79% of the profiles. As a further test of the scale's utility, 100 profiles classified as valid and 100 classified as invalid were selected for comparison. In the invalid group, KR-20 reliabilities of the 14 trait scales were almost uniformly lowered, Also, for the invalid group the correlations among the trait scales were attenuated and altered to the extent that the underlying factor structure of the test was upset. 相似文献
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137.
Time-series analysis in operant research 总被引:1,自引:0,他引:1
A time-series method is presented, nontechnically, for analysis of data generated in individual-subject operant studies, and is recommended as a supplement to visual analysis of behavior change in reversal or multiple-baseline experiments. The method can be used to identify three kinds of statistically significant behavior change: (a) changes in score levels from one experimental phase to another, (b) reliable upward or downward trends in scores, and (c) changes in trends between phases. The detection of, and reliance on, serial dependency (autocorrelation among temporally adjacent scores) in individual-subject behavioral scores is emphasized. Examples of published data from the operant literature are used to illustrate the time-series method. 相似文献
138.
Evaluated the effectiveness of the Zax Information Profile (ZIP), a personality test based on general fund of information, in discriminating between college students who sought mental health services and those who did not, Three successive classes of freshmen students at the Eastman School of Music of the University of Rochester were administered the ZIP. Help-seeking students were matched with non-help-seeking students for sex, age, and intellectual ability. The hypothesis that ZIP scores would differentiate between these two groups was supported by the data. The potential use of the ZIP as a predictor of college adjustment and as a useful entrance screening device was discussed. 相似文献
139.
The avoidance and fixed-interval performances of human subjects were studied in two experiments. Addition of time-correlated stimuli (added clock) improved behavioral efficiency, since response rates decreased without decreases in reinforcement rates. Response-dependent display of the clock maintained a second, observing response and reductions in clock duration weakened such observing behavior. Generally, the reinforcing properties of the clock were more apparent with the avoidance than with the fixed-interval schedule, a finding attributed to temporal cues already provided by delivery of the fixed-interval reinforcers. Reduced rates of the main response when the clock was dependent on an observing response were more than offset by rates of the observing response in the majority of subjects. Thus, the results do not support an interpretation of the reinforcing properties of added clocks simply in terms of work reduction. 相似文献
140.
Pigeons were trained on fixed-interval schedules of food delivery. In Experiments I and II, the fixed interval was initiated by the previous fixed-interval reinforcer; in Experiment III, the fixed interval was initiated by the first key peck following the preceding fixed-interval reinforcer (a chain fixed-ratio one, fixed-interval schedule). During the postreinforcement pause, variable-time schedules delivered food independent of any specific response. Rate of food delivery during the pause had only small effects on pause duration in Experiments I and II. In Experiment III, however, pause duration increased systematically with the rate of food delivery during the pause. These data suggest that the momentary proximity to reinforcement delivered via the fixed-interval schedule exerts potent control over pause termination. Additional analysis revealed that pause termination was unaffected by the intermittent delivery of food during the pause. Such data suggest that the temporal control by fixed-interval schedules is highly resistant to interference. 相似文献