FUNCTIONAL COMMUNICATION TRAINING TO REDUCE CHALLENGING BEHAVIOR: MAINTENANCE AND APPLICATION IN NEW SETTINGS

We evaluated the initial effectiveness, maintenance, and transferability of the results of functional communication training as an intervention for the challenging behaviors exhibited by 3 students. Assessment indicated that escape from academic demands was involved in the maintenance of the challenging behaviors. Social attention was also implicated as controlling the behavior of 1 student. The intervention involved teaching alternative assistance-seeking and attention-getting phrases to the students in an effort to replace challenging behavior with these verbal equivalents. Multiple baseline data collected across the 3 students indicated that not only did the intervention substantially reduce challenging behavior but also that these results transferred across new tasks, environments, and teachers, and were generally maintained from 18 to 24 months following the introduction of functional communication training. These results are discussed in light of recent efforts to develop effective interventions for severe challenging behavior and to understand the processes underlying transfer and maintenance of intervention effects.     

Direct experience with a cancer self-exam: effects on cognitions and behavior

We tested and expanded Fazio's hypothesis that direct experience enhances attitude-behavior consistency (Fazio & Zanna, 1981) to identify effects of experience on the relation of behavior to subjective norm and intention. We also monitored the endurance of the experience effect over time. In order to manipulate experience, we instructed male college students in the United States to perform the testicle self-exam (TSE) a prescribed number of times during an initial week. We compared attitude, subjective norm, intention, and self-reported behavior across experience condition and three postmanipulation times. Direct experience increased later reported TSE behavior and tended to increase attitude and intention. It also enhanced consistency of attitude, subjective norm, and intention with early reported behavior as well as intention with later reported behavior.     

Categories and particulars: prototype effects in estimating spatial location

A model of category effects on reports from memory is presented. The model holds that stimuli are represented at 2 levels of detail: a fine-grain value and a category. When memory is inexact but people must report an exact value, they use estimation processes that combine the remembered stimulus value with category information. The proposed estimation processes include truncation at category boundaries and weighting with a central (prototypic) category value. These processes introduce bias in reporting even when memory is unbiased, but nevertheless may improve overall accuracy (by decreasing the variability of reports). Four experiments are presented in which people report the location of a dot in a circle. Subjects spontaneously impose horizontal and vertical boundaries that divide the circle into quadrants. They misplace dots toward a central (prototypic) location in each quadrant, as predicted by the model. The proposed model has broad implications; notably, it has the potential to explain biases of the sort described in psychophysics (contraction bias and the bias captured by Weber's law) as well as symmetries in similarity judgments, without positing distorted representations of physical scales.     

What is educational theory and how to make it?

An analysis is provided detailing the conditions for the appropriate theoretical study of the object of educational science: pedagogy.     

Reducing the effects of adjacent distractors by narrowing attention.

Three experiments explored the gradual narrowing of visual attention to a letter target when other letters were positioned close by. The method by which attention was narrowed involved presenting a digit target immediately prior to the latter target and in the same location for progressively shorter durations and requiring the subject to identify both the digit target and the letter target before responding. The response time data from the first 2 experiments indicated that shorter durations of the digit reduced the amount of information processed from noise letters positioned on either side of the letter target. In the third experiment, in which separation of letters was increased slightly, the response times indicated that the information from flanking noise letters may have been virtually eliminated.     

Acquisition of a relative class concept by an African gray parrot (Psittacus erithacus): discriminations based on relative size

We report that an African gray parrot (Psittacus erithacus), Alex, responds to stimuli on a relative basis. Previous laboratory studies with artificial stimuli (such as pure tones) suggest that birds make relational responses as a secondary strategy, only after they have acquired information about the absolute values of the stimuli. Alex, however, after learning to respond to a small set of exemplars on the basis of relative size, transferred this behavior to novel situations that did not provide specific information about the absolute values of the stimuli. He responded to vocal questions about which was the larger or smaller exemplar by vocally labeling its color or material, and he responded "none" if the exemplars did not differ in size. His overall accuracy was 78.7%.     

The role of personality and socio-economic status in the stress–illness relation: A longitudinal study

Although a wide variety of factors have been found to be related to health in some way, researchers on the subject of health generally fail to integrate findings of other research disciplines within their own line of research. This study has attempted to bring together two research disciplines: (a) research on personality and health, and (b) research on socio-economical differences in health. Personality factors as well as social class have been found to mediate the stress-illness relation. Based on empirical and theoretical considerations, we proposed a simple model for the occurrence and course of disease. The personality factors studied were neuroticism, locus of control, and self-esteem. Socio-economic status (SES) was represented by education level, occupation status, and income. Health was operationalized as the number of somatic diseases. The research questions were investigated (using t-tests andpath analysis) in a longitudinal set of data that were collected between 1970 and 1984 among 245 subjects in the normal population. Neuroticism appeared to be an important mediator of the stress-illness relation. Of the SES variables, occupation and education served as mediators; education was especially infuential on the course of disease. The role of neuroticism is discussed.