Teaching autistic children to respond to simultaneous multiple cues

A number of studies have shown that autistic children tend to learn new discriminations by responding to only a restricted number of available cues and that this may be responsible for some of their abnormal behavior. Therefore, this investigation assessed the feasibility of teaching autistic children to respond to multiple cues. The results showed that four autistic children could learn a conditional discrimination requiring them to discriminate a multiple-cue complex from each of its two component cues. However, the autistic children did not learn this discrimination in the same manner as normal children. In the early trials, the autistics responded at a higher level to one of the two component cues. Only after many trials did the autistics respond equally on the basis of both component cues. The results of an initial attempt to teach a general set to respond to multiple cues showed that, when an autistic child was taught a series of successive conditional discriminations, the child eventually learned a set to approach new discriminations by responding equally on the basis of both component cues. The results are discussed in terms of understanding and treating autistic children's abnormal development.     

Conditional reasoning and the competence-performance issue: A developmental analysis of a training task

Empirical investigations of conditional reasoning have generally found that both children and young adults perform poorly on tasks that require the selection or evaluation of those propositions that test the truth status of conditional statements (if p then q). Earlier work (D. O'Brien & W. F. Overton, Journal of Experimental Child Psychology 1980, 30, 44–60) suggested that poor performances with these tasks by young adults show improvement following the introduction of evidence that contradicts earlier faulty inferences, and this improvement generalizes to other conditional reasoning tasks. The effects of the contradiction training were not found with younger subjects. The present research is an extension of the contradiction training paradigm. Ten-, fourteen-, and eighteen-year-olds were tested to assess developmental differences in improvement with an evaluation and a conditional syllogism task. Significant improvement in performance was found for the twelfth grade students following the contradiction training, and this generalized across tasks. This effect was not found for the two younger groups. The usual poor performance of the oldest group is considered to be a false negative assessment of their conditional reasoning competency. Further, it is suggested that several correct performances of younger reasoners are false positive assessments of their conditional reasoning competency.     

Word recognition cues for beginning and skilled readers

Three experiments are reported in which subjects chose from an array the response alternative that most resembled a nonsense stimulus trigram or quingram. Subjects could respond on the basis of individual letter positions or overall word shape. However, word shape was not manipulated independently of the individual letters that comprise the word as has been the case in previous studies. Kindergarten children and first graders who were poor readers showed a more varied pattern of responses than first graders who were good readers. With simple stimuli (trigrams), beginning and skilled readers chose alternatives on the basis of overall shape and the initial letter. With more complex stimuli (quingrams), the skilled readers continued choosing on the basis of word shape and initial letters, but beginning readers only chose on the basis of the first letter.     

Facial expressions of pain in muscle-contraction headache patients

Using a judgment and component analysis of facial actions, 14 muscle-contraction headache (MCH) patients were videotaped in headache and nonheadache states. In addition, patients were also required to undergo a resting physiological assessment (frontalis electromyography, temporal blood volume pulse, and heart rate), reaction-time task, and complete self-report measures of pain state and mood. Headache and nonheadache state of MCH patients were reliably identified by 20 observers. Characteristics of facial expressions that occurred most frequently in the headache state included furrowed eyebrows, closed eyes, slow eye blinks, lip pursuing, facial grimacing, and flat facial affect. Headache state was also associated with increased latency to respond to an auditory tone and mood disturbances, but no differences in baseline physiological activity were observed. Our findings provide support for the utility and clinical relevance of judgment and component analysis of facial actions in MCH patients.     

Measuring clinical pain

There are two goals in attempts to measure, the intention to describe and the intention to compare. These two functions work hand in hand and are brought to fruition in psychological and educational testing only by psychometrics that can produce person-free item calibrations and item-free person measures. The only such psychometrics that currently exist is that based on George Rasch's work. One of the consequences of using the tools Rasch left us is the Pain Scale, a rating scale that asks the person in pain to compare the intensityof his/her own pain with that he/she imagines is described by some 25 adjectives. Analyses of the responses of 53 people with chronic lower back pain to the Pain Scale using the Rasch partial-credit latent-trait model show that they were very much in agreement about the amount of hurt implied by each of the adjectives. An examination of person fit to the partial-credit model gave no hint of a response set in the data but two people did differ very much from their peers in their operational definitions of back pain and were studied separately. The evidence from these two people suggested that they either could not understand the task before them or could not get enough perspective on their pain to describe its intensity.I would like to thank Benjamin Wright and Geoff Masters for their help with this research. Drs. David J. Smith and James B. Boscardin were the first to bring my attention to the problem of measuring pain and were generous in their financial support of this work.     

AN EVALUATION OF THE ELECTRONIC FETAL MONITOR AS A FEEDBACK DEVICE DURING LABOR

We describe new methodology for the evaluation of the labor experience and preliminary findings using these methods. The effects of feedback from an Electronic Fetal Monitor on report of contraction onset were evaluated during the labors of eight primiparous women, four of whom had attended childbirth preparation classes. Using a within-subject reversal design, data were gathered across four phases for each woman: no feedback (monitor turned away from mother and coach), feedback, no feedback, and feedback again. The women were observed in early labor without medication. Six women were able to note the onset of contractions earlier with the availability of feedback; two women (who had not attended childbirth preparation classes) were more variable in their response. Threshold for recognition of pain onset did not change reliably. Seven of the eight women chose to continue monitoring when offered the chance to discontinue it. These results suggest that the technological advance of fetal monitoring can be used in cooperation with prepared childbirth techniques to facilitate earlier recognition of contraction onset, allowing increased preparation for contractions. Further experimental evaluations during labor are suggested.     

The informativeness and frequency of presentation of a social stimulus as determinants of its efficacy as a reinforcer

It was demonstrated that variations in the informativeness of a social stimulus place important limitations on the generality of the proposition that deprivation heightens, while satiation lowers, responsiveness to a social stimulus. Using 60 children 5 to 6 years of age as subjects, a social stimulus (“good”) was presented at either a high or a low frequency in one of three information-value contexts (high, medium, or low). Immediately following the exposure treatment the same social stimulus was employed as a reinforcer of nonpreferred responses in a two-choice discrimination learning task. The findings indicated that the heightened efficacy of deprivation relative to satiation only held for low information value; when initial information value was high the subsequent efficacy of a social stimulus was enhanced by its initial recurrent usage. Trend analyses revealed that the effects of variations in information value were strongest within the high-frequency-of-praise treatment. Possible mechanisms underlying the significant Information Value × Frequency interaction were discussed.     

Competency-based training in behavioral consultation

The design of competency-based training in behavioral consultation is described as involving the specification of objectives, training procedures, and evaluation techniques. The relationship of training and evaluation to behavioral-consultation training objectives and the benefits to a competency-based training approach are discussed.