An analysis of observational learning in autistic and normal children

The present investigation studied observational learning in autistic children. Fifteen autistic and 15 normal children watched an adult model engage in a set of behaviors under specific verbal instructions. After observing this situation, the children were tested to determine what they had acquired through observation. The results showed that (1) the majority of the autistic and the youngest normal children acquired only some limited features of the observational situation and (2) chronological age was related to the amount of learning through observation in the normal children but not in the autistics. The deficit that the autistic children showed in observational learning may be related to a failure to discriminate or attend to the total stimulus input presented. Their failure in observational learning can be seen to contribute in a major way to the severely impoverished behavioral repertoires of these children.     

An analysis of the hyperactive syndrome: A comparison of hyperactive,behavior problem,asthmatic, and normal children

In an attempt to determine whether the commonly described deficits associated with hyperactivity — inappropriate activity, short attention span, low frustration tolerance, and impulsivity — are unique to this population, hyperactive, behavior problem, asthmatic, and normal control children were studied. The tests most often used in research with hyperactives were administered. Hyperactives, when compared to normals, did show deficits in the aforementioned areas. However, when compared to the behavior problem and asthmatic children only the attentional deficits clearly differentiated hyperactives from the other children.This research was supported, in part, by grants from the Ontario Ministry of Health (DM-304) and the Ontario Mental Health Foundation (#652-76A).     

Aggressive behavior in normal and deviant members of intact versus mother-only families

Single-parent families have been identified as using more coercion and aggression to elicit compliance than intact families. The present study compared 9 mother-only and 15 intact families from a referred clinical sample to 9 mother-only and 16 intact nonreferred normal families using a family behavioral observation code. Clinical families emitted higher rates of aggressive behavior than normals, and mother-only emitted higher rates than intact. However, mother-only normals had lower rates than intact clinical families. The intact versus mother-only factor appears to be less important in understanding aggression than do the specific interactional patterns of family members.Support for this research was provided in part by NIMH grant 1 RO3 MN31509 CD, through the Center for the Study of Crime and Delinquency, and by support from the Indiana State University Faculty Research Committee. This is part of a 10-year project conducted by the Oregon Social Learning Center examining aggressive child families, and primary data collection was performed through the Oregon Social Learning Center. Appreciation is expressed to Betty Brummet, Gayle Home, and Patricia Reinker for assistance in data collection, to Brian Bauske and Barry Van Dyck for assistance in computer analyses, and to the staff of the Oregon Social Learning Center for constructive assistance.     

Strategies in processing new versus old information by children

This study investigated how children linguistically encode new versus old information as a function of age on a Receptive and an Expressive Task. Kindergarteners and third-graders were presented with picture pairs. Members of each picture pair were identical except for one obvious detail, the new information. While there was little difference between the two age groups on the Receptive Task, statistically significant differences were found on the Expressive Task. Results were discussed in terms of children's cognitive/perceptual strategies in encoding new versus old information.     

The use of psychopharmacology to study reciprocal influences in parent-child interaction

The present paper reviews the possible utility and limitations of using behavior-modifying drugs to study reciprocal influences in parent-child interactions. Ideal circumstances for use of this approach are outlined and contrasted with the current status of the field of psychopharmacology. Numerous limitations to the approach are found. Yet the utility of the design is demonstrated in several studies of stimulant drug effects on the mother-child interactions of hyperactive children, and in one pilot study of the effects of diazepam, an anxiolytic, on these same interactions. The major pitfalls to this approach will quite likely be overcome by future research and the development of safer, more highly specific behavior-modifying drugs.Funding for this paper is derived from Grant No. 1-R01-MH32334-01 from the National Institute of Mental Health.     

Reliability of the Behavior Problem Checklist with institutionalized male delinquents

Interrater and 2-week test retest reliability coefficients were determined for subscales of the Behavior Problem Checklist on 50 males incarcerated in a state receiving facility for delinquent adolescents. Raters were 22 dormitory counselors, 2 of whom rated each child after 1 week and again after 3 weeks of observing the boys. Interrater reliability ranged from .06 to .68 on the various BPC subscales and was .50 overall, reflecting wide variation in the agreement of raters in rating boys on different dimensions. Test-retest reliability coefficients for the same rater at 2-week intervals were higher (.71 overall) and also varied among subscales. Raters were able to agree best on aggressive, acting-out behaviors. Other personality dimensions tapped by the BPC were rated with less reliability in this particular setting.This research was conducted with the cooperation and support of the Alabama Department of Youth Services, Diagnostic and Evaluation Center, Mt. Meigs, Alabama.     

Cognitive correlates of the Type A Coronary-Prone Behavior Pattern

The present study investigated the relationship between the Type A Coronary-Prone Behavior Pattern and two measures of self-relevant cognitions: Ellis's (1962) irrational beliefs, and private and public self-consciousness (Fenigstein, Scheier, & Buss, 1975). The Type A pattern was found consistently to be negatively correlated with a belief in the value of avoiding problems and responsibilities. For males, the Type A pattern was also correlated with irrational beliefs about self-standards for achievement and perfectionism. For females, the Type A pattern was correlated with private self-consciousness and beliefs involving overreaction to frustration and anxious overconcern about potential problems. The results are discussed in terms of the relationship of these cognitive variables to the behavioral components of the Type A pattern and the implications of such relationships for potential cognitive interventions.The authors wish to thank Allison Baker and Jim Pendleton for their help in conducting the study.