Normal values for Type A behaviour patterns in Danish men and women and in potential high-risk groups

The Jenkins Activity Survey (JAS) was administered to a normal population of randomly selected Danish adults, to patients consulting a cardiologist, and to physicians in order to compare those groups in terms of their coronary-prone (Type A) behaviour patterns. The standard procedure of rating the JAS was used in order to obtain scores for each of the four subscales: Type A (time urgency and ambitiousness), Factor S (speed and impatience) Factor H (hard-driving and competitive) and Factor J (job involvement). Gender differences were observed in the normal population for each of the four subscale scores, and age-related differences were obtained for Factor J. Elevated scores for Factor S were obtained by physicians and by people in the population who had a cardiovascular disorder. Physicians had also elevated scores for Factor J, whereas their Factor H scores tended to be reduced. No reliable differences in JAS subscale scores were observed between four groups of heart patients (i.e. angina pectoris, arterial hypertension, atrial fibrillation and atherosclerosis), although there was a tendency for Factor J to be elevated in atherosclerosis. The findings provide normal values for JAS scores in Danish men and women, and suggest that some facets of coronary-prone behaviour may be enhanced in Danish high-risk groups.     

TEACHING FOSTER GRANDPARENTS TO TRAIN SEVERELY HANDICAPPED PERSONS

Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training.     

SEVERE CLASSROOM BEHAVIOR PROBLEMS: TEACHERS OR COUNSELLORS

This experiment was designed to determine the relative effectiveness of teacher and counselling approaches in the reduction of disruptive or inappropriate classroom behavior. Inappropriate classroom behavior frequencies of 12 academically low achieving, seventh-grade, black male students, with a reported high rate of inappropriate classroom behavior, were recorded. Three groups, with nearly equal mean inappropriate behaviors, were randomly assigned to one of three treatment conditions: behavioral counselling, client-centered counselling, or no counselling. Each counselling group received fifteen 30-minute counselling sessions, at a rate of two to three times a week. In addition to counselling, all students subsequently received teacher approval within the classroom. Results indicated that the teacher was able to reduce inappropriate behavior more than any counselling group. There were also indications that behavioral counselling, but not client-centered counselling, was moderately helpful in reducing inappropriate classroom behavior.     

THE CLASS SPECIFIC EFFECTS OF COMPLIANCE TRAINING WITH “DO” AND “DON'T” REQUESTS: ANALOGUE ANALYSIS AND CLASSROOM APPLICATION

Two experiments are reported in which the relationship between compliance with “do” and “don't” requests was examined with developmentally disabled children. In Experiment 1, a multiple baseline design across subjects with counterbalanced treatment conditions was used to evaluate a compliance training program composed of four phases: (a) baseline, during which no consequences were delivered for compliance, (b) reinforcement for compliance with one targeted “do” request, (c) reinforcement for compliance with one targeted “don't” request, and (d) follow-up with reinforcement on a variable ratio schedule for compliance with any “do” or “don't” request. Results of probes conducted before and after training within each condition indicated that generalized compliance occurred only with requests of the same type as the target exemplar (“do” or “don't”). In Experiment 2, these results were replicated in a classroom setting. Following collection of baseline probe data on student compliance, a teacher training program was successfully implemented to increase reinforcement of compliance first with one “do” and subsequently with one “don't” request of a target student. Results of multiple baseline probes across “do” and “don't” requests indicated that the teacher generalized and maintained reinforcement of compliance with other requests of the same type and to other students, with a resulting increase in student compliance with the type of requests reinforced. The impact of treatment on both teacher and student behavior was socially validated via consumer ratings. Implications of these findings with respect to response class formation and compliance training programs are discussed.     

Smoking and Type A behaviour

This study examines the relationship between Type A behaviour and smoking. Data were gathered from a random sample of 100 undergraduate male daily smokers, with a mean age of 21.2 years (SD = 2.72), using the Type A Behaviour Scale (Bortner and Rosenman, 1967). Results reveal that Type A smokers are heavier daily consumers of cigarettes than Type B smokers (t = 2.90, p less than 0.01). The observed relationship between smoking and Type A behaviour remains significant even when the influence of aggression in partialled out. The need to further investigate the interplay of genetic and non-genetic predispositions, and smoking in the incidence of coronary heart diseases (CHD) is suggested.     

Reforming mathematics instruction: The role of curriculum materials

The crisis in mathematics education is likely to grow. One of the targets for reform is the math textbook, which largely defines the math curriculum. Several aspects of math textbooks that strongly influence student learning are explained: the organization of lessons, the use of time, the rate of introducing new concepts, the quality of instructional activities, the nature of the examples, and the provision of guided and independent practice. Excerpts from math texts illustrate these factors. Research findings on an alternative to basais, represented by the Direct Instruction math curriculum, illustrate how conceptual understanding and proficiency can be developed for a full spectrum of students.     

Peer tutoring among elementary students: educational benefits to the tutor

To determine whether tutoring might be academically beneficial to the tutor, this study investigated the acquisition of spelling words by three elementary students in a peer tutoring program. The experimental design allowed a simultaneous comparison of each child's gain in performance on comparable word lists on which the child tutored another child, was tutored by another child, or neither gave nor received tutoring. The children's spelling improved nearly an equivalent amount on those words on which they tutored another child as on the words on which they were tutored; no such change was noted on the words on which they neither gave nor received tutoring. These findings, that peer tutoring is profitable for the tutor as well as the tutee, provide a basis for recommending peer tutoring as one method of individualizing education.     

A multi-element analysis of the effect of teacher aides in an "open"-style classroom

Open classrooms with few rules, individualized instruction, and informal class organization present new problems for the application of behavior principles. The effects of three types of teacher aides on student achievement and on-task behavior were studied. Each was compared with a standard no-aide condition. Subjects were 54 third graders in two "open"-style classrooms. The three types of aide, helping adult, disciplinary adult, and helping fifth-grade aide, were compared in a multi-element design with a no-aide control. The helping-adult aide significantly affected the academic output of the class, when compared with the no-aide condition. All aide conditions produced more academic work and on-task behavior than did the standard no-aide condition.     

The use of teachers as behavioral observers

The effect of using teachers as behavioral observers on both student and teacher behavior was examined with eight teachers and 32 elementary school children. The frequency of prompts (but not praise or criticism) to those students observed by the teacher increased significantly from nonobserver to teacher observed experimental phases. In addition, students observed by the teacher showed more change in appropriate behavior than students who were not observed. The significance of these findings for research and therapy is discussed.     

THE EFFECTS OF A GOOD-BEHAVIOR CONTRACT ON THE CLASSROOM BEHAVIORS OF SIXTH-GRADE STUDENTS1

The effects of a good-behavior contract on the on-task behavior, disruptive behavior, daily assignment completion, and weekly grades of four sixth-grade students were examined in a public school classroom. The contract consisted of presenting the students with a list of good conduct and assignment completion goals and a list of disruptive behaviors coupled with a list of rewards and penalties that could be earned. The rewards and penalties made use of existing facilities and classroom privileges. At the beginning of each morning work period, the teacher negotiated the good-behavior contract with each experimental subject. During the negotiations, the teacher emphasized student self-management and encouraged each student to earn a reward by achieving the good-conduct goals and completing the contract assignments. An isolated work area was provided to allow students the opportunity to remove themselves from their desks for a fixed period of 15 min. At the end of the work period, the teacher determined whether each student earned a choice of reward or penalty dependent on assignment completion and whether the teacher had observed disruptive behaviors. Thus, the contract permitted the student to negotiate the goal behaviors and contingencies with the teacher. Throughout the study, the students were in agreement with the teacher on whether a choice of reward or penalty had been earned. The contract was introduced for different children at different times, constituting a multiple-baseline analysis. On-task behavior and daily assignment completion increased, weekly grades were higher, and disruptive behavior decreased when the contract was in effect. Three contrast subjects were selected from the class as model students who consistently produced acceptable assignments and who did not engage in high rates of disruptive and/or off-task behaviors. When the contract was in effect for the experimental subjects, their performance compared favorably with the contrast subjects, who never received the daily contract. The results demonstrated that the contract was effective within the confines of the facilities and contingencies readily available in a public school classroom setting.