Delayed timeout as a procedure for reducing disruptive classroom behavior: a case study

The disruptive behavior of a 9-yr-old boy was eliminated by the illumination of a light on the subject's desk, which represented the loss of free time later in the day. Instructions alone failed to reduce the frequency of disruptive behavior. When the light was removed and disruptive behavior no longer resulted in a loss of free time, disruptive behavior returned to its previous level.     

Stimulus control of avoidance behavior

The introduction of a warning signal preceding shocks greatly increased the effectiveness of avoidance responding. Periods of “warm-up” at the beginning of the session were eliminated, and the number of shocks received by the subjects was greatly reduced. With response-shock interval constant, response rate increased as the interval between the response and the onset of the warning signal was shortened. The response tended to occur shortly after the onset of the warning signal regardless of the duration of these “safe” periods. A greatly elevated response rate was maintained even when the duration of the safe period was reduced to 0.3 sec. Thus, the pre-shock signal obtained nearly exclusive control of the responding and overrode the usual “temporal discrimination” of the response-shock interval.     

Emotion recognition in children with Fetal Alcohol Spectrum Disorders

There is a limited amount of research that examines social-emotional functioning in children with Fetal Alcohol Spectrum Disorder (FASD), and the majority of it relies on parent and teacher reports of social impairments. Because these provide broad measures of social function, they fail to elucidate the underlying specific skills with which this group of children has difficulty. The current study examines emotion-recognition abilities in children with FASD, as it plays a central role in social interaction. Participants were 22 children with diagnosed FASD (ages 8–14), and age- and gender-matched typically developing controls. Tasks included measures of emotion recognition from three nonlinguistic modalities: facial expressions, emotional tone of voice, and body positioning and movement. Participant’s parents completed measures of adaptive and behavioral function that were related to children’s performance on aspects of emotion recognition. Overall, the results show that children with FASD have more difficulties with emotion recognition than typically developing age-matched peers, but these difficulties may not be clinically significant (e.g., smaller effect size) or may be specific to the age of the individual exhibiting the emotion (i.e., child vs. adult). These results are discussed in the context of previous studies.