Teachers and parents as researchers using multiple baseline designs

Two teachers and a parent used three basic multiple baseline designs to investigate the effects of systematic reinforcement and punishment procedures in the classroom and at home. (1) A fifth-grade teacher concurrently measured the same behavior (tardiness) in three stimulus situations (after morning, noon, and afternoon recesses). Posting the names of pupils on a chart titled "Today's Patriots" was made contingent on being on time after the noon recess, then successively also the morning and afternoon recesses. Tardiness was reduced to near zero rates at the points where contingencies were applied. (2) A highschool teacher recorded the same behavior (daily French-quiz grades) of three students. She then successively applied the same consequences (staying after school for individual tutoring for D and F grades) for each student. At the points where the contingency was applied, D and F grades were eliminated. (3) A mother concurrently measured three different behaviors (clarinet practice, Campfire project work, reading) of her 10-yr-old daughter. She successively applied the same contingency (going to bed early) for less than 30 min spent engaged in one after another of the behaviors. Marked increases in the behaviors were observed at the points where the contingency was applied.     

Adolescent patterns of communication about sexually related topics

For this investigation, a sample survey of 179 black females, representing 53 family units, provided data for examining familial patterns in the amounts of information received about the menstrual cycle, sex, and contraception among adolescent daughters, mothers, and grandmothers, and the major source of information about these three topic areas. Significant relationships were found within the triads in the amount of information received about the three topic areas, suggesting familial patterns in the amount of information transmitted intergenerationally. This sample was more likely to report mothers as the source of information, suggesting their importance as formal agents of sexual socialization. Although this sample received large amounts of information about the menstrual cycle, sex, and contraception from their mothers, much information that is necessary for sexual health and informed decision making was neglected. The very young mean age (12.3 years) at first intercourse and the low proportion (24.2%) of teenagers using a method of birth control at first intercourse suggested that intergenerational communication about sex and contraception may not be meeting adolescents' needs. Consequently, attention should be focused not only on mothers as agents of sexual socialization of teenagers, but also the quality and impact of that information on the sexual health of teenagers.     

Lunchroom noise control using feedback and group contingent reinforcement

Reduction of noise levels in an elementary school lunchroom was examined as a function of feedback and feedback plus reinforcement using group contingency procedures. Feedback consisted of signals from a traffic light, with green indicating acceptable levels, yellow indicating levels approaching undesirable, and red indicating unacceptable levels. Other behaviors, including running, hitting, pushing, and kicking, were measured incidentally. Results indicate that feedback plus reinforcement was effective in reducing noise levels. Feedback only was also effective, but to a lesser degree. No response-response relationship was found to exist between noise level and the other behaviors.     

Relations of factor score estimates to their use

Considerations of factor score estimates have concentrated on internal characteristics. This report considers external characteristics of four methods for determining factor score estimates; that is, relations of these estimates to measures on attributes not entered into the factor analysis. These external characteristics are important for many uses of factor score estimates. Findings are that different ones of the methods are appropriate for different uses.Supported in part by the Personnel and Training Branch of the Office of Naval Research under contract number 00014-67-A-0305-0003.     

A method for finding the inverse of a matrix

The problem of solving simultaneous linear equations is one that frequently confronts the scientist. Whenever it is desired to state the parameters as expressions of the constant terms of these equations, the problem resolves itself into the discovery of the inverse of the matrix of coefficients. The method here described gives a routine for the solution of this problem.     

Television's role regarding alcohol use among teenagers

The purpose of this study was to determine the extent to which adolescents classified as light, moderate, or heavy television viewers differ regarding alcohol use. The extent to which demographic variables mediate the television-alcohol association also was investigated. A total of 394 high school males completed a written questionnaire to assess television and drinking practices. As hypothesized, heavy viewers consumed alcohol significantly more often than did light and moderate viewers, especially the former, particularly when demographic variables were controlled simultaneously. Television as a powerful and pervasive influence on youth, containing many undesirable health messages, is discussed.     

Methylphenidate in hyperactive children: Differential effects of dose on academic,learning, and social behavior

Methylphenidate (Ritalin) has been shown to have differential effects on hyperactive children's behavior as a function of dose level. In the present investigation, a triple-blind, placebo-control, within-subject (crossover) experimental design was employed in which 12 hyperactive boys between 6 and 10 years received three different dosages of methylphenidate (5, 10, and 15 mg) in a randomly assigned sequence. Dosage effects were assessed on clinic(PAL-Paired Associates Learning test) and school-(percent on task, teacher ratings, work completion rates, and accuracy) related behaviors. For 10 of the children, classified as responders to medication by the PAL using the criteria of Swanson, Kinsbourne, and colleagues, a series of ANCOVAs with repeated measures showed significant dosage effects on teacher ratings (p 01), percent on task (p 01), academic accuracy (p 05), and assignment completion rates (p 05). PAL performance was also significantly enhanced (p 01) after optimal dose levels were considered. Subsequent trend analysis showed a significant positive linear relationship between dose and each of the dependent variables. A comparison of fixed-dose and miligram-per-kilogram plots showed that children's performance across the different dosages were clearly individualistic and task-specific, even when similar body weights were compared. The implications of using clinic-based testing to determine optimal medication responsivity were discussed.We would like to express our sincere appreciation to the following pediatricians for their valuable assistance: W. H. McDermott, D. J. Chronley, R. B. Trivett, F. J. Jehle, P. M. Small, and F. T. Leong. Grateful acknowledgement is also extended to the two anonymous reviewers whose comments contributed to the content of this paper, and to the undergraduate and graduate student members of the Children's Learning Clinic.