Progressing from brief assessments to extended experimental analyses in the evaluation of aberrant behavior

The role of experimental analyses in guiding treatment is well established. However, not all experimental analyses yield conclusive results. Outcomes may be inconclusive due to time limitations that preclude extended observation and detailed experimental manipulations, or may result from interactions across experimental conditions, multiple control, or other unknown factors. In this study, we describe an assessment sequence that moves through four phases beginning with relatively brief (1 to 2 hr) analyses and culminating in extended analyses that may control for experimental confounding effects (e.g., interaction effects). Data illustrating the model are presented for 20 individuals referred for severe behavior problems including self-injury, aggression, stereotypy, and tantrums. Analyses were considered to be complete only when clear and replicable response patterns emerged. Results showed that clear and replicable response patterns emerged for 85% of the participants.     

EVALUATING TREATMENT CHALLENGES WITH DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR

In prior research, differential reinforcement of alternative behavior (DRA) has been implemented at optimal treatment values: Problem behavior is never reinforced, and alternative behavior is always reinforced. However, in application, DRA is unlikely to be conducted optimally. In this study, following a functional analysis phase and a differential reinforcement at full implementation phase, we challenged initially positive treatment effects for 3 participants by implementing DRA at less than optimal parameters. For example, some occurrences of problem behavior were reinforced, and some occurrences of alternative behavior were not reinforced. Results suggested that when exposed to DRA at full implementation, participants showed a bias toward appropriate behavior in subsequent conditions during which “mistakes” (treatment challenges) were intentionally introduced. In addition, the negative effects of treatment challenges were quickly reversible, in comparison to the positive effects of DRA, which were not quickly reversible in the face of treatment challenges.     

The role of planning for intention-behavior consistency

Two studies investigated how planning affects intention-behavior consistency. In Study 1 an experimental group and control group which each consisted of 14 undergraduates were requested in computerized interviews to indicate which activities they intended to perform on the following day. Subjects in the experimental group were also requested in a second phase of the interviews to specify when and where they intended to perform the activities. The results showed that activities for which time and place had been specified were more likely to be performed. In Study 2 another 75 undergraduates volunteered to participate in an experiment in which they were requested to perform an activity (reporting mood effects of reading a prose excerpt) by themselves on one of three following days. One group of subjects only agreed to perform the activity, another group agreed to perform the activity as well as indicated when and where they would do it, and a third group in addition to this indicated which other activities they would perform on the same day. In support of the hypothesis that planning an activity increases the likelihood that it will be performed, the results showed that subjects who indicated other activities more frequently performed the target activity. More efficient time management resulting from planning may account for the findings, although further research is needed to show this conclusively.     

Personality expectations and perceptions of Roman Catholic clergy members

This study examined the expectations of Roman Catholic priests' personality characteristics. Personality measures (i.e., Symptom Check List-90-Revised, Weinberger Adjustment Inventory, Belief in Personal Control Scale, and several authordesigned measures) were administered to 102 undergraduate students. The subjects' perceptions of Roman Catholic priests' personality traits were examined by having the subjects complete the Personality Adjective Checklist (PACL) describing a typical Roman Catholic priest. These scores were compared to PACL scores from 12 successful applicants to the priesthood. Findings suggest that subjects tend to view Roman Catholic priests stereotypically as authority figures and that Catholic subjects view priests more positively than do non-Catholic subjects.     

The Santa Clara Strength of Religious Faith Questionnaire

This article introduces the Santa Clara Strength of Religious Faith Questionnaire (SCSORF) and provides preliminary information on the instrument. The SCSORF is a quick, easy to administer and score, 10-item scale assessing strength of religious faith. The SCSORF and personality and mood measures (i.e., Symptom Check List-90-Revised, Weinberger Adjustment Inventory, Belief in Personal Control Scale, and several author-designed questions) were administered to 102 undergraduate students. Preliminary findings suggest that the SCSORF is both reliable and valid. Furthermore, significant correlations between strength of religious faith, self-esteem, interpersonal sensitivity, adaptive coping, and hope correspond with previous research, suggesting that mental health benefits are associated with strong religious faith. Implications for future research are also discussed.     

Kognitive Lernermodellierung

Different types of learner models and their usefulness for tutoring have been discussed widely since the beginning of intelligent tutoring systems. In this paper we compare pragmatic and cognitive approaches of learner modeling. Pragmatic approaches consider relevant learner features for adaptive methods in learning environments and adapt different aspects of instruction to a restricted model representing these features. Cognitive approaches aim for a psychologically adequate modeling of human problem solving. We introduce the case-based learner model ELM as an example of a cognitive approach to learner modeling. The learning environments ELM-PE and ELM-ART use ELM for adaptional methods on conceptual, plan, and episodic levels and provide individual help and learning support. Especially in the case of integrated learning environments like ELM-ART which support a variety of learning activities, a combination of pragmatic and cognitive learner models is proposed to be a necessary and useful solution.     

AN ANALOGUE EVALUATION OF ENVIRONMENTAL ENRICHMENT: THE ROLE OF STIMULUS PREFERENCE

To evaluate the effects of environmental enrichment on stereotypic self-injurious behavior (SIB), we conducted an assessment of preference for manipulating alternative stimuli rather than engaging in SIB. First, for each of 3 participants, a functional analysis of SIB was conducted in Phase 1. Participants were selected for Phase 2 if the functional analysis showed that SIB persisted in the absence of social consequences. In Phase 2, a preference assessment was conducted in which participants were observed manipulating preferred stimuli in a free-operant format. A measure was taken of time spent manipulating each stimulus and time spent engaging in SIB. In Phase 3, environmental enrichment was evaluated using stimuli that were preferred over the target response, and alternative treatments were evaluated in the event of environmental enrichment failure. Results suggested that the free-operant preference assessment (a) predicted the efficacy or inefficacy of an environmental enrichment procedure and (b) suggested possible treatment alternatives when environmental enrichment was ineffective. Collectively, the results may provide a basis for interpreting the idiosyncratic effects of environmental enrichment and a rationale for treatment selection when behavioral function is unknown.