Emergent equivalence relations between interoceptive (drug) and exteroceptive (visual) stimuli.

Conditional "if-then" relations between drug (interoceptive) stimuli and visual (exteroceptive) stimuli were taught to 4 normal humans. Interoceptive stimuli were the effects produced by 0.32 mg/70 kg triazolam (a prototypical benzodiazepine) and placebo (lactose-filled capsules); exteroceptive stimuli were black symbols on white flash cards. Following the training of the prerequisite conditional relations, tests of emergent relations were conducted between exteroceptive stimuli and between interoceptive and exteroceptive stimuli. Equivalence relations emerged immediately without explicit training for all 4 subjects. Accuracy of responding during the interoceptive-exteroceptive equivalence tests and subjects' self-reports showed consistent discrimination between the drug effects of triazolam and placebo. Finally, a generalization test assessed whether a novel visual stimulus presented in the context of the placebo (i.e., no drug) would generalize to visual stimuli belonging to the placebo stimulus class. All 3 subjects who completed this test reliably chose the visual stimuli belonging to the placebo class and not the visual stimuli belonging to the triazolam stimulus class. The development of equivalence relations between interoceptive and exteroceptive stimuli demonstrates that private and public stimulus events can emerge as members of the same equivalence class. Theoretical and clinical implications are discussed.     

Effects of setting and number of observations on generalizability of parent-child interactions in childhood obesity treatment

The generalizability of behaviors across observational conditions is a critical issue in behavioral assessment. Generalizability theory was used to examine two aspects of audio recorded parent-child interactions recorded over 6 days of home measurement and 1 day of laboratory measurement in a behavioral treatment program for childhood obesity. Families audiotaped parent-child home meetings during which they reviewed self-monitored diet and exercise records that were coded for the following types of interactions: praise statements, negative statements, prompts for new behaviors, and statements promoting problem solving. A similar meeting was audiotaped in our laboratory. The first question explored was the number of measurements needed to generalize to the universe of the six home measures. Results showed an increase in generalizability over measurements for each behavioral category. Using generalizability coefficients of .60 or more, praise, negative comments and prompts, respectively, could be reliably observed based on 1, 4, or 4 days of measurement. Second, the effects of setting (laboratory versus home) were assessed for 1 day of measurement in each environment. Again using generalizability coefficients of .60, generalizability analysis showed that the lab setting could not be generalized to the home setting based on 1 day of measurement, with generalizability coefficients ranging from .27 for negative comments to .57 for praise. Results suggest that 4 days of behavioral assessment in the home can be used to establish generalizable data for all the dependent measures studied. However, generalizability coefficients suggested that 1 day of laboratory measurement was not adequate to generalize to typical home behavior.This research was supported in part by Grant NIH HD 23713 awarded to the third author.     

Teaching preschoolers with disabilities to seek adult assistance in response to simulated injuries

Four preschool-aged children with disabilities received training to seek adult assistance in response to simulated injuries. The children first watched while the instructor modeled and verbalized a first-aid procedure for obtaining adult assistance when injured, and then they practiced the skill with instructor praise or correction. Following this practice with feedback, the children demonstrated their skill without instructor feedback. Generalization probes were conducted before and after training on the school playground and at the children's homes. A multiple baseline design across children was used to evaluate the effects of the program. Rapid increases in the children 's performances of this skill was demonstrated. Further, the posttraining generalization data indicated that the children's performance had generalized across the two settings (school playground and children's homes). More importantly, this skill maintained at 100% at a 1-month follow-up generalization probe.     

Improving the driving practices of pizza deliverers: Response generalization and moderating effects of driving history

A practical intervention program, targeting the safety belt use of pizza deliverers at two stores, increased significantly the use of both safety belts (143% above baseline) and turn signals (25% above baseline). Control subjects (i.e., pizza deliverers at a third no-intervention store and patrons driving to the pizza stores) showed no changes in belt or turn signal use over the course of 7-month study. The intervention program was staggered across two pizza stores and consisted of a group meeting wherein employees discussed the value of safety belts, received feedback regarding their low safety belt use, offered suggestions for increasing their belt use, and made a personal commitment to buckle up by signing buckle-up promise cards. Subsequently, employee-designed buckle-up reminder signs were placed in the pizza stores. By linking license plate numbers to individual driving records, we examined certain aspects of driving history as moderators of pre- and postintervention belt use. Although baseline belt use was significantly lower for drivers with one or more driving demerits or accidents in the previous 5 years, after the intervention these risk groups increased their belt use significantly and at the same rate as drivers with no demerits or accidents. Whereas baseline belt use was similar for younger (under 25) and older (25 or older) drivers, younger drivers were markedly more influenced by the intervention than were older drivers. Individual variation in belt use during baseline, intervention, and follow-up phases indicated that some drivers require more effective and costly intervention programs to motivate their safe driving practices.     

“DO I HAVE TO BE GOOD ALL DAY?” THE TIMING OF DELAYED REINFORCEMENT AS A FACTOR IN GENERALIZATION

Delayed reinforcement, sometimes delivered just after the setting in which the critical behavior had occurred (Early), and sometimes delivered only after several further settings had been encountered (Late), was used to improve a variety of behaviors in seven preschool children, and to control their generalization. Performance of those behaviors was measured in two classroom settings: the Contingent setting, within which performance of the specified behavior determined the later (Early or Late) reinforcement, and the Generalization setting, in which there were no experimental contingencies, immediate or delayed, for the performance of the same behavior. Performances by all children in the Contingent setting were controlled by delayed reinforcement, whether Early or Late. All children showed consistent generalization from the Contingent setting to the Generalization setting during the Late condition, when reinforcement was delivered at the end of the school day. Generalization did not occur during the Early condition, when reinforcement was provided immediately after the Contingent setting (prior to the Generalization setting), unless that condition had been preceded by a Late condition (as it was for S₆ and S₇). The results suggest that the Late timing of delayed reinforcement was an effective and efficient generalization-promotion technique for performances that did not generalize spontaneously.     

TEACHING A PARENT TO TRAIN A SPOUSE IN CHILD MANAGEMENT TECHNIQUES

This study analyzed several aspects of the training of a mother and father in child management techniques for use with their 6-year-old severely developmentally delayed son. The mother received clinic training in procedures for increasing her son's independent dressing skills; subsequently, she was asked to teach the same procedures to her husband with no assistance from the trainer. For both parents, procedures were introduced sequentially across two components of parent behavior in a multiple baseline design. Examinations were made of (a) the effectiveness of initial child management training on the mother's behaviors, (b) her ability to teach the same techniques to her husband independently, (c) the generalization of both parents' skills from the training setting (a dressing task) to two untrained activities (eating and toy use), and (d) the impact of training on the child's behavior. Results showed that the mother learned to implement the trained procedures and successfully communicated them to her husband, as evidenced by substantial positive changes in both parents' behaviors after being introduced to the child management skills. Both parents showed some generalization to the untrained activities, and their written comments following training indicated they understood the procedures. Clear-cut improvements were observed in the child's attending and independent performance of dressing and toy use skills concurrent with parent training. A 2-year follow-up report indicated that both parents retained their knowledge of skills taught, continued to use the procedures, and rated the training as very helpful in teaching the child self-help skills.     

Generalization peak shift in rats under conditions of positive reinforcement and avoidance

Rats were trained to discriminate between two click frequencies. One frequency was associated with either variable-interval food reinforcement (Experiment 1) or free-operant avoidance (Experiment 2). The other frequency was associated with the absence of food in Experiment 1 and the absence of shock in Experiment 2. On a click frequency generalization test, the rats in both experiments showed positive peak shift with the shape of the relative gradients being very similar. This is the first reported instance of peak shift in rats when responding was maintained by an avoidance contingency. Nondifferentially trained controls showed that this shift was due exclusively to associative processes, with nonassociative stimulus factors in themselves apparently making no contribution to increased rates at particular stimulus values. These results show the comparability of appetitive and aversive control and support the position that gradient differences do not result from approach versus avoidance per se.     

DEVELOPMENT OF SPONTANEOUS MANDING IN LANGUAGE DEFICIENT CHILDREN

Six institutionalized children, aged 7–11, with little or no spontaneous vocal manding, were trained to request food items under appropriate natural conditions when snacks were presented. “I want a” was appropriate when an adult presented food in the playroom. “Out” was appropriate when the items were displayed in the hallway, across a half-door barrier from the child. A sequence of steps was trained, through increasingly naturalistic setting and cuing conditions. The two mands were trained in sequence, not concurrently. To encourage “spontaneous” productions, no vocal cuing was provided by the adult. After criterion performance in each step, several probe sessions were conducted for various cuing conditions, adults, and settings. Probes after imitation training showed no spontaneous manding. Thus, failure of manding was not due to production difficulties. In probes after training for “approximately” natural cues, most children showed little transfer to the natural cues. This implies that training for the specific appropriate cues may often be required. However, good transfer generally occurred across persons, and from training room to playroom. Probes also showed that most children did not use one of the trained mands in the stimulus conditions that were appropriate for the other mand. Thus, adding a second mand did not generally disrupt use of the first. However, significant disruption occurred for two children. Finally, at the end of training, extinction training was given for one mand in one setting. Performance of the other mand was litle affected. In sum, the appropriate form of a mand depends on specific stimulus and setting characteristics, and these characteristics must be considered in training.     

SOCIAL-SKILLS TRAINING TO MODIFY ABUSIVE VERBAL OUTBURSTS IN ADULTS

Social-skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors—looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role-played situations. Social-skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple-baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role-played with the original respondent, (2) training and novel scenes role-played with a different respondent, and (3) interpersonal situations on the hospital ward.     

OVERCORRECTION: GENERALIZATION AND MAINTENANCE1

The present study examined the effects of one component of overcorrection—verbal reprimands—and compared them with the effects of the entire overcorrection procedure. Generalization and maintenance of effects were also evaluated. A combined reversal and multiple-baseline experimental design was used to evaluate the effect of the various contingencies on the inappropriate searching behavior of a severely and profoundly mentally retarded adult living in a group home. Searching was defined as carefully and thoroughly touching floors, sofas, cabinets, etc. Data were collected by group-home personnel during three separate observation periods each day of the 115-day study: before breakfast, after breakfast, and after dinner. Observers also served as experimenters. Following an initial baseline phase, verbal reprimands followed searching behavior during two daily experimental periods in multiple-baseline fashion. An immediate reduction of searching during experimental periods occurred with the onset of verbal reprimands. No reduction was observed in the third daily observation period, the control session. After a second baseline phase, during which searching behavior was not shown to return to the original baseline levels, overcorrection procedures (washing hands) were instituted. Overcorrection virtually eliminated inappropriate searching during both daily experimental periods. Further, the effects generalized to the daily control session. In a final experimental phase, decreased searching behavior was maintained with verbal reprimands alone.