Interbehavioral field systems assessment: Examining its utility in preservice teacher education

Behavior analytic evaluation instruments should benefit teacher education programs in assessing: (a) teacher and student interactions in practice teaching settings, and (b) the immediate and long range effects of the teacher training received. Though empirical substantiation remains scarce, such instruments may be designed to foster teacher trainee sensitivity to, and better control of, complex stimulus and response mechanisms which either impede or facilitate learning. This study analyzed one technologically driven Behavior Analysis Strategy and Taxonomy (BEST) and related Temporal Analysis System (TAS) (Hawkins, Sharpe, & Ray, 1994) currently used within one preservice teacher education program. A multiple probe design with experimental and control groups demonstrated the instruments' effects when used as an instructional feedback tool with teachers in training. Findings supported the instruments' use in terms of teacher and student behavior changes demonstrated for the experimental group as compared to a control group not exposed to the instrument. Implications of this technology when applied to teacher education are last described.     

Brain dynamics,psychophysiological uncertainty and behavioral learning

The present paper takes a first step toward the integration of recent findings on brain dynamics and learning into established fields of psychophysiological science. Leading-edge studies of brain dynamics have shown that the brain manifests an inherent variability and that, when new stimuli (i.e., “problems”) are presented to the organism, brain chaos increases.     

Neurobehavioral deficits,adolescent traumatic brain injury,and transition to college

Outcome following traumatic brain injury (TBI) has been frequently evaluated for adults, although there has been minimal research on adolescents with TBI. It has been argued that TBI sequelae may be more difficult for adolescents to adjust to given developmental changes in physical (puberty), interpersonal (self-concept), and environmental domains (transition to college). In addition, it is commonly acknowledged that moderator variables such as psychiatric history, family functioning, substance use, and sexuality impact functional outcome following TBI, although it is often difficult to objectively evaluate these variables. The current study examined relationships among TBI-related deficits, moderator variables, and academic outcomes for six adolescents transitioning to college. The findings suggest that it may not be appropriate to predict functional outcome based solely on objective neuropsychological results. However, moderator variables appear to have a more direct relationship with outcome, depending on the moderator variable and the individual.     

Toward the neural basis of verbal priming: A cognitive-neuropsychological synthesis

Repetition priming is a mnemonic phenomenon that has attracted considerable attention from neuropsychologists and cognitive scientists. In an attempt at elucidating the putative mechanisms of priming, the present review draws on evidence from both domains. The review is restricted to verbal priming of visually presented stimuli—an area that accounts for the majority of empirical studies of priming. A number of theoretical accounts are presented. The interim conclusion is that neither multiple systems nor unitary system-multiple process theories can adequately explain the data on priming, although both contain many valid components. An integrative model is proposed to improve the explanation of the empirical evidence. The central assertion of the proposed model is that repetition priming depends on perceptual processes that can be mapped on specific neural systems. It is postulated that individual differences in perceptual processing ability predict variability in memory performance. It is proposed that data-driven priming of verbal stimuli critically depends on the activity of primary and secondary visual cortices in the right hemisphere, whereas conceptually-driven priming is hypothesized to rely on the activities of higher order tertiary association cortices in language areas and more anterior neocortical areas.     

Clinical neuropsychology and brain injury rehabilitation in Israel: A twenty-year perspective

The development of the field of neuropsychology in Israel is primarily the result of the development of rehabilitation services for traumatic brain-injured patients. The responsibility to care for and help disabled veterans has always been an important motivation for the establishment of rehabilitation services. Israel is probably one of the first countries in the world to develop community-based services specifically designed to address the needs of young patients with severe traumatic brain injury. The fairly extensive therapeutic and community services available today for both military and civilian brain-injured persons in Israel are the result of initiatives and funding by the Israel Ministry of Defense's Department of Rehabilitation. There are two principles that characterize most of the programs in Israel: (1) multidimensional remedial intervention and (2) life-time commitment to provide support. The accessibility of patients in a small country enables professionals to conduct follow-up studies in order to evaluate the long-term effects of brain injury. Current developments in neuropsychology are in three directions. First, formal training programs in neuropsychology are being set up. Second, the involvement of neuropsychologists is being extended beyond the treatment of young patients suffering from traumatic brain injury to include the treatment of different brain pathologies in children and the elderly. Third, sophisticated neuroimaging techniques are being applied to studies in cognitive neuropsychology.     

USING REINFORCEMENT-BASED METHODS TO ENHANCE MEMBERSHIP RECRUITMENT IN A VOLUNTEER ORGANIZATION

The present study employed reinforcement-based methods to induce existing members to recruit new members to join a chamber of commerce. Three interventions took place during June and July of 3 successive years. The investigators trained chamber leaders to use reinforcement methods (e.g., contingent tokens) to reinforce recruitment and dues collections. All three interventions produced substantial increases in their targets.     

Compliant in a moment: a commentary on nevin

Nevin's scholarly and timely discussion attempts to maintain the precarious union of the experimentally derived theory of behavioral momentum with applications of the behavioral momentum construct to human subjects in applied settings. Nevin's discussion adds much-needed clarification to a process that at times has proven to be awkward for applied researchers. In this commentary, we will address three general questions: (a) Can the applications of behavioral momentum be derived from the theory as conceptualized by Nevin? (b) Could those applications have been developed had the theory not been formulated? (c) Does behavioral momentum theory add significantly to the compliance literature?     

CHOICE-MAKING TREATMENT OF YOUNG CHILDREN'S SEVERE BEHAVIOR PROBLEMS

The choice-making behavior of 5 young children with developmental disabilities who engaged in aberrant behavior was studied within a concurrent operants framework. Experimental analyses were conducted to identify reinforcers that maintained aberrant behavior, and functional communication training packages were implemented to teach the participants to gain reinforcement using mands. Next, a choice-making analysis, in which the participants chose one of two responses (either a mand or an alternative neutral response) to obtain different durations and qualities of reinforcement, was conducted. Finally, treatment packages involving choice making via manding were implemented to decrease inappropriate behavior and to increase mands. The results extended previous applications of choice making to severe behavior disorders and across behaviors maintained by positive and negative reinforcement.     

The Influence of Distress on Mothers' and Fathers' Reports of Childhood Emotional and Behavioral Problems

This study examined the effect of parental distress on mothers' and fathers' reports of children's emotional and behavioral problems. The subjects were the parents of 696 children aged 10 to 11 or 14 to 15 years living in two-parent families in the community. The study utilized an extended version of the model previously employed by Fergusson, Lynskey, and Horwood (1993) to examine the impact of maternal depression on mothers' reports of children's behavior. In the present study, the extended model was used to assess the impact of distress on reports of childhood externalizing and internalizing problems obtained from both mothers and fathers. The results suggested that distress had little influence on mothers' or fathers' reports of childhood behavior problems. It is concluded that in community studies the size of any bias in mothers' and fathers' reports of childhood behavior problems due to parental distress is likely to be very small and of little clinical significance.