PROMOTING STIMULUS CONTROL WITH TEXTUAL PROMPTS AND PERFORMANCE FEEDBACK FOR PERSONS WITH MILD DISABILITIES

We assessed whether written task analyses would serve as textual prompts for performing functional tasks by persons with mild disabilities. Several variables that could influence the effectiveness of textual prompts to promote stimulus control were examined across four groups. A consistent finding was that written specific task analyses combined with end-of-trial performance feedback were effective for promoting the acquisition and generalization of several tasks. Performance transferred immediately to natural discriminative stimuli when the written task analyses and feedback were withdrawn for most tasks and participants. For 2 participants, transfer of stimulus control was accomplished by prompt fading, using individualized written task analyses either with or without performance feedback (Group 1). When feedback was not provided, the effectiveness of written specific task analyses was inconsistent across groups. In contrast to the controlling effects of written specific task analyses, written generic task analyses, which specified only major task outcomes, when combined with performance feedback (Group 1) did not control responding. Overall, this research demonstrated the effectiveness of written specific task analyses and performance feedback to promote stimulus control for persons with mild disabilities.     

AN ANALYSIS OF MAINTENANCE FOLLOWING FUNCTIONAL COMMUNICATION TRAINING

The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children's intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence.     

Supernatural beliefs,natural kinds,and conceptual structure

This article presents cross-cultural evidence in support of the notion that adults' natural kind concepts are theory based but may be informed by knowledge/belief systems other than the biological. Three groups of subjects from western Nigeria--rural, urban, and elite--participated in the study. Subjects heard stories describing alterations of appearance; that is, one natural kind was made to resemble another in both ritual and nonritual contexts. Subjects then were required to judge the identity of the altered item and to give an explanation for the category judgment. It was predicted that subjects would make more nonpreservation-of-identity category judgments supported by supernatural explanations in the ritual contexts and that subjects' use of supernatural explanations would reflect the extent of their engagement with the supernatural. The first prediction was borne out; the second prediction was only partially supported. Discussion of the results emphasizes the importance of exploring the role of sociocultural factors in conceptual structure.     

The influence of retrieval on retention

Four experiments tested the hypothesis that successful retrieval of an item from memory affects retention only because the retrieval provides an additional presentation of the target item. Two methods of learning paired associates were compared. In the pure study trial (pure ST condition) method, both items of a pair were presented simultaneously for study. In the test trial/study trial (TTST condition) method, subjects attempted to retrieve the response term during a period in which only the stimulus term was present (and the response term of the pair was presented after a 5-sec delay). Final retention of target items was tested with cued-recall tests. In Experiment 1, there was a reliable advantage in final testing for nonsense-syllable/number pairs in the TTST condition over pairs in the pure ST condition. In Experiment 2, the same result was obtained with Eskimo/English word pairs. This benefit of the TTST condition was not apparently different for final retrieval after 5 min or after 24 h. Experiments 3 and 4 ruled out two artifactual explanations of the TTST advantage observed in the first two experiments. Because performing a memory retrieval (TTST condition) led to better performance than pure study (pure ST condition), the results reject the hypothesis that a successful retrieval is beneficial only to the extent that it provides another study experience.     

Impairment of spontaneous alternation performance by an NMDA antagonist: attenuation with non-NMDA treatments.

N-Methyl-D-aspartate (NMDA) receptor antagonists disrupt learning on a variety of tasks. Previous findings indicate that glucose, naloxone, and physostigmine ameliorate learning deficits produced by several treatments. The present experiment examines whether these agents also reverse the amnestic effects of NMDA receptor blockade. Mice were tested for spontaneous alternation performance in a Y-maze. The animals received either saline or the NMDA antagonist, NPC 12626 (35 mg/kg, IP), 50 min prior to testing and received an additional injection of saline, glucose, naloxone, or physostigmine 30 min prior to testing. NPC 12626 significantly decreased alternation scores. Glucose (250 mg/kg), physostigmine (0.01 mg/kg), and naloxone (1 mg/kg) reversed the effects of NPC 12626. Thus, impairments of learning after NMDA receptor blockade share with other amnestic conditions the susceptibility to attenuation by glucose, naloxone, and physostigmine.     

A social-cognitive,attributional model of personal goals: An empirical evaluation

A model of cognitive and affective antecedents and consequences of personal goals, which integrates constructs from social-cognitive and attribution theories, was examined. Data were gathered before and after course examinations in a large university class. Hierarchical and moderated regression analyses supported the model indicating that (1) relationships between self-efficacy, goals, and performance were positive during repeated trials over 4 1/2 months in a naturally occurring setting; (2) the stability dimension of causal attributions moderated the relationship between goal-performance discrepancies and self-efficacy; and (3) the locus of causality dimension of causal attributions moderated the relationship between goal-performance discrepancies and affective responses.We thank Susan Ashford, Jim Austin, Donald Fedor, Ruth Kanfer, Edwin Locke, Paul Nystrom, Donna Randall, Christina Shalley, Masoud Yasai-Ardekani and two anonymous reviewers for their helpful comments on earlier versions of this article. We also thank Eric Dietenberger for his help with graphics.     

Recidivism of disordered offenders who were conditionally vs. unconditionally released

Postinstitutional arrests and state hospitalizations of 191 patients placed on conditional release (CONREP group) were compared to those of 44 patients released from the same California state hospital with no aftercare due to expiration of commitment terms (MAXOUT group). The two groups were not randomly determined but were comparable in demographic characteristics and rates of preprogram arrest. The CONREP group had a significantly lower community-period arrest rate than did the MAXOUT group (p <.001). Survival rate analyses, using time until arrest and time until revocation as dependent variables, suggested that revocations during the first 240 days of community re-entry reduced the potential arrest rate within the CONREP group. Results were discussed in terms of the “criminalization hypothesis” as well as the crime-preventive possibilities of the conditional release mechanism.     

Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation

Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teacher's accuracy in recording student responses and implementing each procedure. Future research issues are discussed.     

Psychology ethics down under: a survey of student subject pools in Australia

A survey of the 37 psychology departments offering courses accredited by the Australian Psychological Society yielded a 92% response rate. Sixty-eight percent of departments employed students as research subjects, with larger departments being more likely to do so. Most of these departments drew their student subject pools from introductory courses. Student research participation was strictly voluntary in 57% of these departments, whereas 43% of the departments have failed to comply with normally accepted ethical standards. It is of great concern that institutional ethics committees apparently continue to condone, or fail to act against, unethical research practices. Although these committees have a duty of care to all subjects, the final responsibility for conducting research in an ethical manner lies with the individual researcher.     

Assessing the acceptability of staff management procedures to direct care and supervisory staff

Direct care and supervisory staff in five residential training programs for persons with mental retardation in North Dakota rated the acceptability of six staff management procedures. Overall, staff rated “Instructions”, “Instructions and Modeling”, “Feedback and Praise”, and “Instructions, Feedback, and Praise”, as significantly more acceptable than “Self-Management” and “Self-Management, Feedback and Praise”. There was a significant group by treatment interaction in which supervisors and direct care staff had significantly different acceptability rating for four of the six procedures. The results were further analyzed by group and implications and future research are discuessed.