FADING TEACHER PROMPTS PROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period.     

Sex stereotypes in Norway revisited: 1977–87

In 1977 sex-trait stereotypes in Norway were measured at the young adult level and at the level of five-year-olds. At the young adult level the Adjective Check List was used, and the results were analysed according to an affective meaning scoring system, and a scoring system based on Transactional Analysis. The instrument used for children was a picture-story technique (Sex Stereotype Measure II). Persistence and change in sex-trait stereotypes were examined by replicating the study in 1987. Quantitatively, young adults' sex-trait stereotypes seemed to have changed little during the last decade, but qualitative analyses indicated that stereotypes have changed in the direction of greater favourability, activity and strength towards women and in the reverse direction towards men. The children in the 1987 sample expressed less stereotype knowledge than children in the 1977 sample concerning traits which traditionally have been ascribed to men.     

EFFECTS OF WAIT-TIME AND INTERTRIAL INTERVAL DURATIONS ON LEARNING BY CHILDREN WITH MULTIPLE HANDICAPS

We investigated the influence of teacher wait-time and intertrial interval durations on the performance of 4 multiply handicapped students during instruction in 10 skills. Four experimental conditions were evaluated: long wait-time and long intertrial interval, long wait-time and short intertrial interval, short wait-time and long intertrial interval, and short wait-time and short intertrial interval. Instructors attempted to keep short intervals as close as possible to 1 s and long intervals as close as possible to 10 s for both variables. Results showed that student performance was superior under the long wait-time conditions irrespective of the length of the intertrial interval.     

MAINTAINING PERFORMANCE OF AUTISTIC CLIENTS IN COMMUNITY SETTINGS WITH DELAYED CONTINGENCIES

To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4-step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencies.     

The assessment of type a behavior in children and adolescents: An overview

The present article presents an overview of the instruments that have been used to assess the Type A behavior pattern in children and adolescents. The development, usage, and psychometric properties of each assessment technique are discussed, with methodological concerns being addressed whenever appropriate. The Matthews Youth Test for Health is the assessment of choice for children, because of its brevity, ease of administration, and adequate psychometric properties. The Hunter-Wolf A-B Rating Scale is desirable only for older, highly literate children. The Adolescent Structured Interview appears to be the most promising device for the adolescent age range. The other adolescent assessment devices are relatively unpopular, difficult to administer, and not always conceptually parallel to existing research on Type A behavior. Recommendations for future research are presented.     

GENERALIZATION OF OBJECT NAMING AFTER TRAINING WITH PICTURE CARDS AND WITH OBJECTS

Generalization of four retarded children's object naming responses to stimuli in the natural environment was assessed after training with either objects or pictures of the objects. Generalization was typically greater after training with objects. In a second experiment, half of the stimuli that showed little generalization were retrained by alternating the original training object with an object that belonged to the same stimulus class as the training stimulus. The other half were simply retrained using the object. The alternating procedure resulted in substantial increases in generalization to untrained objects.     

AN ALTERNATING TREATMENTS COMPARISON OF ORAL AND TOTAL COMMUNICATION TRAINING WITH MINIMALLY VERBAL RETARDED CHILDREN

This study was a comparison of the effects of oral speech with total communication (speech plus sign language) training on the ability of mentally retarded children to repeat 4-word sentences. Three children were chosen who used single words to communicate but who did not combine words into complete sentences. Three sentence pairs were trained, with each pair having one sentence trained using oral methods and an equivalent one trained using the total communication approach. Both training procedures involved chaining sentence parts, reinforcement, and prompting. Oral methods involved presenting vocal stimuli and requiring vocal responses whereas total communication methods involved presenting vocal and signed stimuli and requiring vocal and signed responses. For the initial sentence pair with each child, an alternating treatments design was used to determine the relative efficacy of the two language training approaches. This was repeated with a second and third sentence pair using a multiprobe technique within a multiple baseline design. Results pointed to the superiority of the total communication approach in facilitating sentence repetition. Possible explanations of these results are offered and the utility of the alternating treatments experimental design is discussed.     

Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training

We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.     

Modified Comprehensive Behavioral Intervention for Tics: Treating Children With Tic Disorders,Co-Occurring ADHD,and Psychosocial Impairment

Our objective was to evaluate the feasibility and acceptability, and preliminary efficacy of a modified comprehensive behavioral intervention for tics (MCBIT) therapy for youth with chronic tic disorders (CTDs), co-occurring attention-deficit hyperactivity disorder (ADHD), and associated psychosocial impairment. Seventeen youth ages 10–17 with CTD and co-occurring ADHD were randomly assigned to the MCBIT group (n = 9) or to a control group where they received traditional comprehensive behavioral intervention for tics (CBIT) therapy (n = 8). Both groups received ten 55-minute weekly treatment sessions, and two 55-minute biweekly relapse prevention sessions. Sixteen of the 17 participants completed the study, and acceptability ratings in both treatment groups were high with no significant differences in expectation of improvement. The MCBIT and CBIT groups in combination showed significant improvement in tic severity, ADHD symptom severity, and tic-related impairment. Group differences were not significant. The results indicate that MCBIT treatment is feasible and acceptable for youth with CTD and ADHD, and is similarly well tolerated relative to traditional CBIT. Results were not sufficiently superior to recommend MCBIT over CBIT for this population. However, given the demonstrated benefit of behavioral treatments that target co-occurring conditions concurrently, continuing to examine novel behavioral approaches that can target tics and related conditions simultaneously and successfully is recommended.     

Child and adolescent services research at the national institute of mental health: Research opportunities in an emerging field

This article describes an important new area of research on services for children and adolescents with mental disorders at the National Institute of Mental Health, the parameters of mental health services research for youth, and the opportunities that are available for grant-funded investigations in this area.