Simplifying continuous monitoring of multiple-response/multiple-subject classroom interactions

In order to facilitate the field monitoring of three subjects interacting according to one or more of 18 response categories, a modified version of several available, but oftentimes mechanically incompatible, observational procedures was designed. Its continuous recording strategy, sectioned into one-minute observational units, enabled researchers to derive highly representative behavior samples, and when accompanied by the specially tailored coding form and recording apparatus, observers achieved over 90% agreement across all reliability sessions. This procedure provides applied researchers with a simple, highly reliable, and adaptable observation tool for continuously and simultaneously monitoring the behaviors of one or more subjects.     

A COMPARISON OF INDIRECT MEASURES FOR LONG-DURATION BEHAVIORS1

A computer program was developed to simulate long-duration behavior. The program generated data by using two time-series models linked together by a covariance parameter. By varying the parameters of the program, the characteristics of the simulated behavior were altered, including the mean and variance of the durations of behavior, the mean and variance of the interresponse time, and the degree of relationship within and between durations of behavior and interresponse times. Four data-collection methods were applied to the simulated data: whole interval, partial interval, momentary time-sampling, and continuous measures. The accuracies of the first three recording measures were judged by comparing them to the continuous measure. The results indicated that only the momentary time-sampling approach yielded unbiased results. The degree of bias for the whole and partial interval measures was a function of the ratio of the interval recording length to the sum of the mean duration of behavior and the mean interresponse time. Unfortunately, it was concluded that researchers cannot estimate the magnitudes of these latter two parameters for most behaviors of interest and, consequently, are unable to choose an appropriate interval length. Therefore, it was recommended that the use of interval recording approaches be greatly restricted and that momentary time-sampling be substituted where possible.     

THE EFFECTIVENESS OF VERBAL INSTRUCTION ON TEACHING BEHAVIOR-MODIFICATION SKILLS TO NONPROFESSIONALS1

The effectiveness of a mastery criterion, lecture-based training program for teaching behavior modification to sheltered workshop personnel was evaluated. Staff performance was assessed in terms of: (1) verbal proficiency, as determined from a pre- and posttraining written exam, and (2) application proficiency, as measured by the frequency and appropriateness of staff responses to client behaviors. A direct count was made of the number of positive, negative, and neutral statements following client appropriate and inappropriate behaviors, and the number and type of client behaviors ignored. Thus, it was possible to determine the extent of generalization from classroom to applied settings, as well as the appropriateness of lectures for training specific performance skills. Lecture units introduced stimulus control procedures, shaping-chaining, and contingency management. Characteristic features of the training program were frequent testing, study objectives, immediate remediation, and contingent reinforcement. Verbal instruction was shown to be effective in improving subjects' verbal skills concerning behavior-modification principles, while only partially effective in improving application skills. There was an increase in the total number of staff-client interactions observed for all subjects, but only two of the response classes emphasized in the training program (reinforcing desirable client behavior and ignoring undesirable behavior) showed considerable improvement over pretraining levels. Despite this partial improvement, verbal instruction alone was shown to be insufficient for teaching the full range of behavior-modification skills required to function effectively in applied settings.     

The symmetrical law of effect and the matching relation in choice behavior

In a concurrent-chains procedure, pigeons chose between outcomes that differed in the rate of response-independent delivery of food and electric shocks. The application of functional measurement techniques confirmed the matching relation—between choice and rate of reinforcement value—for two of three pigeons. Scale values of the outcomes were extracted for the two birds that conformed to matching, and the value of a single occurrence of shock per minute—in terms of negative food units—was estimated. A second experiment with concurrent chains provided a test of these parameter estimates. The close correspondence between predicted and obtained choice behavior found in Experiment II indicated that the estimates of outcome value were indeed reliable. Both experiments together support the contention that the effects on choice behavior of positive and aversive stimuli appear to be equal, though opposite in sign.     

THE EFFECT OF MODELLING ON DRINKING RATE

Three male college seniors were asked to drink beer at their normal rate in a simulated tavern setting. Each was paired with a confederate, also a male college senior, in an ABACA single subject design. In the baseline conditions, the confederate matched the drinking rate of the subject. Baseline and all subsequent conditions were continued in 1-hr sessions until a stable drinking rate was achieved. In Condition B, the confederate drank either one third more or one third less than the subject's baseline rate. In Condition C, the direction was reversed. All three subjects closely matched the confederate's drinking rate, whether high or low. All subjects reported they were unaware of the true purpose of the study.     

Treatment of overweight children: The relationship between dependent measures and a clinically significant outcome

Behavioral treatments for overweight children have not fared well in achieving or maintaining clinically significant weight losses. The use of more appropriate dependent measures which also take height, sex, and age into consideration is suggested. A multiple-baseline analysis of the behavioral treatment of seven overweight children was conducted. Results support the contention that a more clinically significant outcome emerges when appropriate measures are used.     

Acquisition of stimulus control while introducing new stimuli in fading.

After establishing discrimination between a red positive stimulus and a green negative stimulus, the lowest intensity colors that restricted all responding to the positive stimulus were determined. Then, two new white lines differing in terms of line orientation were each superimposed on one of the colors and were increased in intensity. Thereafter, the intensity of the colors was decreased and eventually eliminated. Probe stimuli consisting of the lines presented against dark backgrounds were presented before each change of stimulus intensity, and probe responding was used to assess the control acquired by various dimension of the new stimuli during the course of fading. The lines acquired control of responding while they were being introduced, and control was strengthened as the colors were attenuated. Such a locus of acquisition was attributed to the starting intensity of the original controlling stimuli and was explained in terms of stimulus blocking. Finally, using probes while introducing the new stimuli enhanced the acquisition of control by the new stimuli.     

The development of an autonomy scale

The purpose of this study was to develop a valid and relaible instrument to measure four areas of autonomy. The instrument is composed of four subscales that measure the following constructs of autonomy: (a) family loyalty autonomy, (b) value autonomy, (c) emotional autonomy, and (d) behavioral autonomy. A detailed four-step procedure was used to provide the scale with construct, content, and predictive validity. Presented here is the four-stage process used to develop the Autonomy Scale, data supporting the validity and reliability of the scale, and the final version of the instrument.This article is based on dissertation research in partial fulfillment of degree requirements at Texas Woman's University.     

Stability of the Millon Clinical Multiaxial Inventory among psychiatric inpatients

This study investigated the stability of the Millon Clinical Multiaxial Inventory (MCMI) in a sample of psychiatric inpatients over a longer time period and from different perspectives than previous reliability studies. Test-retest reliability was assessed from three perspectives: correlation/regression, equivalence of dimensional structures across testings upon different admissions, and stability of personality style across testings. Some stability from a correlational perspective was found, with higher stability estimates indicated for the basic personality scales in comparison with the clinical symptom scales which is consistent with Millon's theory. The internal structure of the MCMI was essentially identical across testings. Although source of reinforcement and instrumental or coping style were stable across testings beyond chance, the MCMI profiles of a considerable number of subjects were inconsistent across testings. Correspondingly, clinicians should be cautious in using the MCMI to make categorical decisions regarding personality style with inpatients who are tested at admission and who have had repeated hospitalizations.     

More “tricks of the trade”: Reparameterizing LISREL models using negative variances

This paper shows how LISREL may be used to estimate simplex models which impose constraints on the variances of endogenous variables. This technique allows us to estimate both the parameters and the standard errors of the correlated measurement error model proposed by Wiley and Wiley (1974).We would like to thank Jim Wiley for his many helpful comments and suggestions on an earlier draft. We are grateful also to an anonymous reviewer for supplying the EQS program presented in Figure 4.