FUNCTIONAL ANALYSIS OF A PROGRAM FOR TRAINING HIGH AND LOW PREFERENCE PEERS TO MODIFY DISRUPTIVE CLASSROOM BEHAVIOR1

Although considerable evidence has accumulated regarding the effectivenes of peers as behavior managers, little attention has been directed toward the analysis of components of training programs. Also, it is not known whether high and low preference peers have different reinforcing effects. In this study, a two-phase peer training program was introduced to five high preference and five low preference peer managers. The Managers were assigned one to each of 10 grade-four elementary pupils with high rates of disruptive behavior. Peer Training I was composed of instructions to monitor and reinforce target subject behavior on a time-sample schedule, to record this reinforcement, and to ignore inappropriate behavior in target subjects. Peer Training II introduced, in addition, backup reinforcement for the monitoring behavior of managers. Measures were taken of target subject behavior, antecedent and consequent attention from managers and other peers, monitoring behavior of managers, teacher behavior, and preference ratings of peer managers by target subjects. Significant improvements in target subject behavior occurred following Peer Training I and further improvements occurred following Peer Training II. These changes were paralleled by decreases in the frequency of antecedent and consequent manager attention to problem behaviors, and improvements in the number and accuracy of monitoring checks. Recorded reductions in teacher attention to individual children and to target subjects were not statistically significant. Posttest preference scores improved significantly over pretest scores for low preference managers, while remaining high for high preference managers.     

Effect of contrast level and temporal order on the Ebbinghaus circles illusion

Forty-eight undergraduates between 17 and 24 years of age judged the size of the central circle in Ebbinghaus figures presented under either simultaneous or successive viewing conditions. Successive presentation diminished the magnitude of illusion produced by the underestimated Ebbinghaus figure and totally eliminated the illusion normally produced by the overestimated figure. Variations in lightness contrast of the central and surrounding circles significantly altered the magnitude of illusion produced by both simultaneous Ebbinghaus figures as well as that produced by the successive underestimated figure. These data suggest the presence of a contour interaction process in both simultaneous Ebbinghaus illusions.     

Concept attainment,generalization, and retention through observation and verbal coding

Observationally induced acquisition, generalization, and retention of a novel clustering concept were studied in second-graders. All children earned zero scores in baseline (which were maintained by the no-modeling controls), demonstrating initial ignorance of the concept. No extrinsic reinforcers were promised or dispensed. In separate groups, a model accompanied performance of correct responses with no verbalization, with provision of a weak verbal code, a strong verbal code, or the strong code plus a rule to guide correct response. Concept acquisition and generalization to new stimuli were found, and were partially retained at retesting after several weeks delay. Strength of immediate concept attainment and generalization were related to amount and saliency of information verbally coded by the model, but more complex results were obtained with the retention data.     

Case report: Behavioral treatment of clinical abulia

Overemphasis of only conditioning factors in behavior modification may narrow treatment applicability. A case of severe dysphoria and restriction in living, which had resisted conventional psychoand chemo-therapies, is presented. Successful treatment was accomplished by broad-spectrum methods combining social-influence, cognitive restructuring, and specific goal-setting with counter-conditioning procedures. A strategy for intervention in self-perpetuating vicious cycles is exemplified, and non-learning aspects of behavior modification techniques are discussed.     

An electrophysiological method for the study of binocular rivalry

A technique is described for recording cortical evoked responses from human Ss in binocular rivalry. Each target is illuminated with flickering light at different frequencies upon a steady background. While the S continuously indicates with a response key which target he is seeing, the cortical responses are tape recorded. The tape recording is later analyzed by average response computer separately for each eye, seeing and not seeing. This simultaneous record of the functioning of both eyes eliminates confounding variables found in earlier methods. Controls are included for rivalry changes during a stimulus cycle and for S motor response time.     

A portable,audible-Interval signal device1

Described here is a compact and battery-operated unit that produces a short audible signal at uniform intervals, variable from 2 sec to 2 min.