BEHAVIORAL TREATMENT OF CAFFEINISM: REDUCING EXCESSIVE COFFEE DRINKING

Excessive coffee drinking can have deleterious effects because of the large amounts of caffeine that are ingested. Caffeine is thought to be addicting, and prolonged and excessive use can lead to caffeinism, a condition that has serious behavioral and physiological side effects. The present study developed and evaluated a treatment program to reduce excessive daily coffee drinking to moderate and presumably safer levels. Three habitual coffee drinkers received individualized changing criterion programs that systematically and gradually reduced their daily caffeine intake. The coffee drinkers were required to self-monitor and plot their daily intake of caffeine. They received monetary prizes for not exceeding the treatment phase criteria and forfeited a portion of their pretreatment deposit when they did. Their coffee drinking decreased from almost nine cups per day (over 1100 mg of caffeine) during baseline to less than three cups per day (less than 343 mg) at the end of treatment or a reduction of 69%. The treatment effect was maintained during a 10-month follow-up, averaging a 67% reduction from baseline. The program appears to be a reasonable method of reducing and then maintaining daily caffeine intake at less harmful levels.     

The quantity and quality of marital interaction related to marital satisfaction: A behavioral analysis

An assessment instrument is presented for the evaluation of the quantity and quality of dyadic interaction, as well as for the daily recording of behaviors presented and omitted which influence marital satisfaction. Comparison of data from ten happy couples and from ten couples entering therapy indicated two distinct dysfunctional patterns among distressed couples, with significantly different patterns of time-together and positive/negative ratios differentiating the happy versus therapy groups. Independent behavioral recording for 14 consecutive days significantly increased husband-wife agreement on a traditional adjustment questionnaire without significantly increasing or decreasing the level of satisfaction being assessed. There was no difference between groups as to interspousal agreement on amount of time together. However, the happy couples agreed on daily quality ratings of the 72 15-minute segments significantly more often than did the distressed couples. Couples at the extremes of the happy-distressed continuum reported rewarding and punishing, respectively, in response to the partners presence, regardless of behaviors emitted. Midrange happy couples defined "pleasant" as positive behaviors presented; midrange distressed couples defined "pleasant" as negative behaviors omitted. Theoretical and clinical implications of behavioral analysis of sequential patterns are discussed.     

TEACHING LEISURE SKILLS TO SEVERELY HANDICAPPED ADULTS: AN AGE-APPROPRIATE DARTS GAME

This study demonstrates the acquisition and generalization of dart skills by three severely multihandicapped adults. The program took place in a community adult development center. By identifying the motor responses required to play darts, a 7-step task analysis was generated to facilitate instruction. Systematic training procedures using applied behavior analysis were implemented. A combination multiple baseline across subjects and changing criterion design was used. The results indicated that not only could this supposedly difficult skill be acquired by severely multihandicapped individuals, but that they could also generalize to other appropriate environments. Acquisition of this skill could help optimize their use of free time for leisure pursuits in a variety of settings.     

THE MODIFICATION OF LEISURE BEHAVIOR IN A HALF-WAY HOUSE FOR RETARDED WOMEN1

A multi-element baseline design combined with a multiple-baseline design, was used to investigate the effect of availability of materials, prizes for participation, and instruction on the leisure behavior of 14 mentally retarded women in a half-way house. A leisure program was conducted on weekday evenings, during which residents could choose to participate in any of six activities offered: puzzles, card games, clay, painting, weaving, and rug making. It was found that instruction in weaving and rug making significantly increased the percentage of residents participating in these activities, and that following instruction, prizes were not necessary to maintain high levels of participation. In contrast, prizes were more effective than mere availability of materials in maintaining participation in the other activities.     

Verbal self-reports about matching to sample: effects of the number of elements in a compound sample stimulus.

Adults' self-reports about their choices in a delayed matching-to-sample task were studied as a function of the number of elements (one, two, or three) in a compound sample stimulus. Signal-detection analyses were used to examine control of self-reports by the number of sample elements, by the speed and accuracy of choices reported about, and by several events contingent on self-reports. On each matching-to-sample trial, a sample element appeared as one of two comparison stimuli. Choice of the matching element, if made within 500 ms of the onset of the comparison stimuli, produced points worth money or chances in a drawing for money, depending on the subject. After each choice, subjects pressed either a "yes" or "no" button to answer a computer-generated query about whether the choice met the point contingency. The number of sample elements in the matching-to-sample task varied across trials, and events contingent on self-reports varied across experimental conditions. In Experiment 1, the conditions were defined by different combinations of feedback messages and point consequences contingent on self-reports, but self-reports were systematically influenced only by the sample-stimulus manipulation. Self-report errors increased with the number of sample elements. False alarms (inaccurate reports of success) were far more common than misses (inaccurate reports of failure), and false alarms were especially likely after choices that were correct but too slow to meet the point contingency. Sensitivity (A') of self-reports decreases as the number of sample elements increased. In addition, self-reports were more sensitive to choice accuracy than to choice speed. All subjects showed a pronounced bias (B'H) for reporting successful responses, although the bias was reduced as the number of sample elements increased and successful choices became less frequent. Experiment 2 demonstrated that the failure of point contingencies to influence self-reports in the first experiment was not due to a general ineffectiveness of the point consequences. Rates of inaccurate self-reports decreased when they resulted in point losses and increased when they resulted in point gains.     

Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting

Students with intellectual and other developmental disabilities often require substantial support to acquire the skills needed to secure work experience and paid employment. Prior findings suggest that video prompting is likely to be an effective and feasible strategy for establishing such skills. To evaluate this possibility in a special education transition program, we examined the effectiveness of a video prompting procedure in teaching 8 young adults with developmental disabilities to perform job-related tasks (doing laundry, checking in to work, vacuuming, stripping bed). The intervention was effective with all participants. The skills maintained over 3 months, and the participants performed the tasks accurately in a new setting with different materials. Participants were reportedly satisfied with the intervention and deemed it easy to use.     

Fear of missing out and depressive symptoms during the COVID-19 pandemic

During the early stages of the COVID-19 pandemic, governments issued public health safety measures (e.g., “stay-at-home” ordinances), leaving many people “missing out” on integral social aspects of their own lives. The fear of missing out, popularly shortened as, “FoMO,” is a felt sense of unease one experiences when they perceive they may be missing out on rewarding and/or enjoyable experiences. Among 76 participants (ages M = 69.36, SD = 5.34), who were at risk for hospitalization or death if infected with COVID-19, we found that FoMO was associated with depressive symptoms at Time 1, even when controlling for perceived stress, loneliness, and fear of COVID-19. However, FoMO did not predict future depressive symptoms, about 1 week later, when controlling for Time 1 depressive symptoms. These findings provide further evidence that FoMO is associated with depressive symptoms in a short period of time even when accounting for other powerful social factors such as loneliness. Future research should explore the potential causal relationships between FoMO and depression, especially those that may establish temporal precedence.     

Decreasing Neuroleptic Doses in Older Adults with Schizophrenia

This prospective study of 27 older adults, residing in long-term care facilities, examined the effects of reducing neuroleptic medications to the point of controlling symptoms and reducing side effects. Schizophrenia is a challenging health care condition that leads to delusions, hallucinations, disorganized speech, and a host of other symptoms. Unfortunately, medications control many of the symptoms but cause unwanted side effects unless monitored closely and regulated to each person's needs. This study addresses six research questions related to the reduction of neuroleptic medications. Study findings related to neuroleptic medication dose reduction were encouraging. Additionally, the findings strongly suggest that health care providers working with older adults with the diagnosis of schizophrenia would benefit from planned educational programs about behavior, observations, and medications.     

记忆的前向测试效应对老年人学习新事物的作用

为检验前置测试是否可以有效地提升老年人学习新事物的能力,参与实验的老年人被随机分为有前置测试的实验组和无前置测试的对照组,在实验1中学习了5列单词,在实验2中记忆了5列日用品,在实验3中学习了4段讲座视频。结果表明,实验组老年人对新事物的记忆成绩均高于对照组的老年人。结论认为,前置测试能够显著提升老年人学习新事物的能力,干扰降低与学习参与相结合的“加减”理论能更好地解释提升老年人记忆的前向测试效应。