The use of a self-control package to enhance temporal generality of a parent training program

The purpose of the present study was to examine the effectiveness of a self-control package in enhancing temporal generality of a parent training program. Sixteen mothers and their clinic-referred noncompliant children were assigned to either a parent training alone group, or a parent training plus self-control group. All mother-child dyads were treated individually by teaching the mother to reward compliance and other prosocial behavior, and to use time-out for noncompliance. In addition, mothers who also received self-control training learned to self-monitor their use of their new parenting skills and to reinforce themselves for use of the skill during a 2 month follow-up period. Assessment consisted of four home observations by independent observers prior to treatment, after treatment, and at a 2 month follow-up. The data indicated that the children in the parent training plus self-control group were significantly more compliant and less deviant at the 2 month follow-up than the children in the parent training alone group. Parental behavior did not differ between the two groups at the follow-up.     

Satiation for social reinforcers: The effects of contingency,vicarious experience,and ambiguous situations

The relative satiation effect, an inverse relationship between the frequency of prior social reinforcement (the word “good”) and the later effectiveness of the social reinforcer in controlling behavior, was studied. In Experiment 1, a discrimination task in which social reinforcement was given for correct responses was administered to first- to fourth-grade children (6 to 10 years of age), who had during a preexposure phase performed a preliminary task or observed another child performing. During the preexposure phase, the experimenter delivered frequent or infrequent social reinforcement that was either contingent or noncontingent. Only performers and observers who had experienced frequent noncontingent reinforcement showed the satiation effect during the discrimination task phase. The results were interpreted as inconsistent with J. L. Gewirtz' (Developmental Psychology, 1969, 1, 2–13) social drive formulation but supportive of an informational analysis in which the children are seen as responding appropriately to unambiguous evidence concerning the reliability of contingency information. In Experiment 2, seating arrangements were varied so that information concerning the direction of reinforcement was made ambiguous. Performers were less responsive during the discrimination phase after experiencing frequent noncontingent reinforcement when seated alone or opposite an observer than when seated next to an observer. The results are interpreted as indicating trust of the reliability of the contingency under ambiguous conditions.     

Validity of teacher nominations of child behavior problems

The purpose of this study was to examine the validity of teachers' identification of problem children. Ninety-five third-grade children served as subjects. Teachers nominated children as a conduct problem, withdrawal problem, or normal, resulting in 16, 14, and 65 children being assigned to the three groups. Behavioral observations, peer sociometric ratings, and academic achievement scores were collected. The results indicated that conduct problem children differed from normal children on behavioral, sociometric, and academic measures, whereas withdrawn children differed from normals on the latter two measures. Conduct problem and withdrawal problem children did not differ on any of the dependent measures. The results suggest that teachers can identify children who are having difficulties in class but may be less accurate in differentiating between different types of problem children.This research was supported in part by NIMH grant MH-28859-01. Data reported in this article are part of a larger project assessing the social skills of children.     

Factors in the referral of children for behavioral treatment: A comparison of mothers of clinic-referred deviant,clinic-referred non-deviant and non-c

The purpose of this study was to compare a non-clinic sample of mothers and children to two groups of clinic-referred children and their mothers. The two clinic-referred groups differed from one another in that the selection criterion for one group of children (Clinic Deviant) was that they were significantly more deviant and non-compliant than the non-clinic group whereas the selection criterion for the second group of children (Clinic Non-deviant) was that they did not differ significantly from the non-clinic group on deviant and non-compliant behavior. Home observations by independent observers and parent questionnaires examining parental adjustment and parental perceptions of child adjustment were completed. The results indicated that both clinic groups perceived their children as more maladjusted than parents in the non-clinic groups perceived their children. Parents of the children in the Clinic Non-deviant group were significantly more depressed than those in the remaining two groups, whereas parents in the Clinic Deviant group issued more vague, interrupted commands than those in the Clinic Non-deviant group. Implications of the findings are discussed.     

Perception of emotions by accepted and rejected children

The purpose of this study was to assess the perceptions of emotions by accepted and rejected children. Peer ratings and peer sociometrics were used to identify accepted and rejected children. All children were administered a task specifically designed to measure their ability to perceive emotions. This task consisted of a series of videotaped interactions involving two individuals—either two adults or two children—portraying one of three affective states: happiness, sadness, and anger. After viewing each interaction, children were asked to identify what the person was feeling. In addition, teachers and peers rated the children on their ability to perceive emotions in others. The results indicated that accepted children obtained significantly higher scores than rejected children on the identification of emotions in the interactions. Teachers and peers also rated accepted children as better perceivers of emotions than rejected children. Implications of the results are discussed.     

A comparison of observed and reported adult-infant interactions: Effects of perceived sex

Interactions of 16 adults (eight married couples whose youngest child was less than 2 1/2 years old) with a single actor infant, dressed as either a male or a female, were recorded and analyzed in four categories: direction of gaze, facial expression, physical contact with the infant, and toy used. After the interaction period, a 45-minute interview on child rearing was conducted with each member of the couple. Observed interactions were then compared with interview data. The results support previous studies which show that both male and female parents behave differently toward unfamiliar infants on the basis of perceived sex. However, parents, especially mothers, appeared unaware of their differential treatment of male and female infants. These results suggest subtle sex-typing of infants by adults.     

Juvenile firesetting: a unique syndrome or an advanced level of antisocial behavior?

The current study examined whether juvenile firesetting represents a unique syndrome or an advanced level of antisocial behavior. Thirty-six incarcerated juvenile delinquents, all of whom met criteria for a diagnosis of Conduct Disorder, served as subjects and were categorized into one of three groups: firesetters, non-firesetters but comparable to firesetters in number of conduct disorder symptoms, and non-firesetters who displayed fewer conduct disorder symptoms than the other two groups. Caregivers completed the Child Behavior Checklist on the youth to provide information about the severity and range of psychopathology. The results indicated that firesetters and non-firesetters who had a comparable number of symptoms did not differ from one another on the CBCL subscales of adolescent psychopathology but both differed from the group with fewer symptoms. These results suggest that firesetting does represent an advanced level of antisocial behavior, but that firesetting is not a unique syndrome, at least not in terms of caretakers' perceptions of the youths' problematic behavior. Implications for treatment of firesetters are presented.     

Assessment of incarcerated juvenile delinquents: Agreement across raters and approaches to psychopathology

The purpose of the current study was to examine the agreement across three informants (youth, teacher, caretaker) when rating behaviors of incarcerated juvenile delinquents. Furthermore, the agreement between a dimensional approach (Child Behavior Checklist) and a categorical approach (DSM-III-R) of assessing behavior was examined. Fifty-two delinquent youth were assessed with a structured interview. In addition, the youth, teacher, and caretaker completed the Child Behavior Checklist (CBCL). The results indicated significant correlations across the teacher and caretaker for externalizing types of problems. The youth report form of the CBCL did not correspond to either adult informant. However, the ratings by the teacher and caretaker were related to externalizing types of problems, primarily hyperactivity/inattention, derived from the structured interview with the delinquent. The results suggest that, in the psychological assessment of incarcerated juvenile delinquents, agreement across informants is dependent on multiple factors, including type of behavior assessed and the approach utilized in assessment.This work was supported, in part, by the Juvenile Justice Coordinating Council of Georgia, the Office of Juvenile Justice and Delinquency Prevention, and the University of Georgia's Institute for Behavioral Research.