Gleason's Theorem Has a Constructive Proof

Gleason's theorem for R ³ says that if f is a nonnegative function on the unit sphere with the property that f(x) + f(y) + f(z) is a fixed constant for each triple x,y,z of mutually orthogonal unit vectors, then f is a quadratic form. We examine the issues raised by discussions in this journal regarding the possibility of a constructive proof of Gleason"s theorem in light of the recent publication of such a proof.     

Evaluating the effects of functional communication training in the presence and absence of establishing operations

We conducted functional analyses of aberrant behavior with 4 children with developmental disabilities. We then implemented functional communication training (FCT) by using different mands across two contexts, one in which the establishing operation (EO) that was relevant to the function of aberrant behavior was present and one in which the EO that was relevant to the function of aberrant behavior was absent. The mand used in the EO-present context served the same function as aberrant behavior, and the mand used in the EO-absent context served a different function than the one identified via the functional analysis. In addition, a free-play (control) condition was conducted for all children. Increases in relevant manding were observed in the EO-present context for 3 of the 4 participants. Decreases in aberrant behavior were achieved by the end of the treatment analysis for all 4 participants. Irrelevant mands were rarely observed in the EO-absent context for 3 of the 4 participants. Evaluating the effectiveness of FCT across different contexts allowed a further analysis of manding when the establishing operations were present or absent. The contributions of this study to the understanding of functional equivalence are also discussed.     

FURTHER ANALYSIS OF PROBLEM BEHAVIOR IN RESPONSE CLASS HIERARCHIES

A functional analysis identified the reinforcers for 3 participants' problem behavior, but only relatively mild problem behaviors (e.g., screaming, disruption) were observed when all topographies produced tested consequences. We then conducted an extinction analysis in which specific topographies produced a reinforcer while all other topographies were on extinction. The extinction analysis confirmed that the same reinforcer identified in the initial functional analysis maintained more severe topographies of problem behavior (e.g., aggression). In addition, results of the extinction analysis indicated that 2 of the participants displayed patterns of responding consistent with a response class hierarchy hypothesis, in which less severe problem behavior frequently occurred prior to more severe topographies. The 3rd participant displayed a response pattern indicative of differential reinforcement effects.     

THE EFFECTS OF SELF-MONITORING AND SUPERVISOR FEEDBACK ON STAFF PERFORMANCE IN A RESIDENTIAL SETTING

We evaluated the effects of a self-monitoring procedure to increase staff on-task behavior and adherence to scheduled activities. Self-monitoring involved the use of activity cards that staff members completed and carried with them to assist in determining the activities for which they were responsible at any given time. Increases in both on-schedule and on-task behavior resulted. Supervisor feedback was subsequently added because some staff members did not maintain consistently high levels of performance. Generalization data indicated that staff members implemented the procedure during evening hours without specific programming. The advantages and limitations of using a self-monitoring procedure for improving performance of staff members in residential settings are discussed.     

PROMOTING PARENT-PROVIDER INTERACTION DURING YOUNG CHILDREN'S HEALTH-SUPERVISION VISITS

We prompted parents to increase their interactions with health-care providers during their children's health-supervision visits. Before scheduled appointments we asked parents of 32 infants and young children if they had specific child health questions or concerns. Sixteen parents randomly assigned to the prompted group were then prompted to initiate discussions of their concerns. Sixteen control parents discussed unrelated topics before their appointments. Prompted parents initiated significantly more interactions with health-care providers and more health and behavioral topics were discussed during their appointments. Both parent groups reported satisfaction with health-care services. Further research is needed to determine the clinical significance of outcomes associated with enhanced parent-provider interaction during children's health-supervision visits. These visits are ideal settings for behavioral research on improving health care for children and their families.     

Attitudes Toward Domestic Violence: Race and Gender Issues

Previous research has notextensively addressedhow attitudes toward domestic violence vary betweenethnicities and genders. This experiment utilizeddomestic violence scenarios with the husband's andwife's ethnicities varied to form four combinations ofEuropean-American and African-American couples.Participants were 156 European-American (87 female and69 male) and 109 African-American (73 female and 36 male)undergraduate introductory psychologystudents aged 18-24 years. Participants read thescenario and completed 7 questionnaires about theirattitudes toward the scenario, domestic violence, andwomen. Analyses showed that women relative to menblamed the husband more for the abuse, sympathized morewith the wife, and rated the incident as more serious,and African-American participants sympathized more with African-American victims. In addition,participants blamed the African-American husband lessfor the abuse than the EuropeanAmerican husband. Bothwomen and European-Americans, relative to men and African-Americans, had more positive views ofwomen and disapproved more strongly of wife beating.This research demonstrates that participant gender andethnicity, as well as abuser and victim ethnicity, do have an effect on attitudes toward domesticviolence.