BALANCING SOCIAL ACCEPTABILITY WITH TREATMENT EFFECTIVENESS OF AN INTRUSIVE PROCEDURE: A CASE REPORT

The debate over social acceptability of intrusive procedures has led some school districts to adopt policies allowing punishment for only the most extreme forms of destructive behavior. We investigated the effectiveness of selectively implementing punishment for only the most severe topographies of aggression and property destruction, while less extreme behaviors were ignored. Results indicated that severe behaviors were reduced to near-zero levels only when both severe and less severe behaviors were similarly punished.     

Preventing antisocial behavior in the schools

Multiple correlates and determinants of antisocial behavior within the home, community, and school are reviewed. Due to the school's pivotal role in our society, an emphasis is placed on how our schools contribute to antisocial behavior, and what educators can do to prevent anti-social behavior and related attendance problems. A variety of contextual factors and setting events within our schools appear to be major contributors to antisocial behavior, and some of the same factors identified within the schools also have been identified within the home. These setting events, rather than quick restrictive fixes, must be given more attention if we are to provide safe school environments-environments that durably prevent antisocial behavior and related attendance problems.     

INCREASING COMPLEX SOCIAL BEHAVIORS IN CHILDREN WITH AUTISM: EFFECTS OF PEER-IMPLEMENTED PIVOTAL RESPONSE TRAINING

Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed.     

小学儿童奖赏公平性的认知发展

采用信息加工研究途径并假设故事情境探索小学儿童对奖赏公平性的社会认知发展,并将儿童的发展与成人作对比。研究结果表明,７,９岁儿童容易将＂均等＂与＂公平＂混淆,还没形成一个稳定的分配模式,而１２岁儿童已能运用＂努力＂、＂成果＂、＂能力＂等规则较为稳定地作出公平奖赏决定或评价,但还没达到对更高层次的社会准则的理解和掌握。儿童这一发展制约于他们的信息加工能力以及获得有关社会价值观的社会化过程。     

THE EFFECTIVENESS OF REINFORCEMENT,RESPONSE COST,AND MIXED PROGRAMS ON CLASSROOM BEHAVIORS1

Six elementary school children served as subjects in an experiment comparing the relative effectiveness of (1) token reinforcement, in which children received tokens for attending and for correct arithmetic performance; (2) response cost, in which children received “free” tokens at the start of a period but lost them for inattention and for arithmetic performance below a specified level; and (3) a combination of both token reinforcement and response cost. During training, the six subjects received all three procedures in counterbalanced sequence. The effects of the three procedures were assessed by a within-subject comparison divided into three phases: (i) baseline, (ii) training, (iii) withdrawal of tokens. Introduction of the three token procedures markedly increased the two dependent measures. However, there were no differences across the procedures in the amount of change produced in either attending behavior or arithmetic performance. During baseline, the subjects averaged 29% attending behavior and 6.4 correct problems. These levels increased to 85% for attending behavior and 11.4 correct problems for arithmetic performance during training. Removal of all token procedures significantly decreased attending behavior (to an average of 65%), but produced a nonsignificant reduction in arithmetic performance (to an average of 7.6 correct problems). There was evidence that this lack of differential effects of the three token procedures was not due to an inability to discriminate among them. Furthermore, the subjects were evenly divided in their preference for the three procedures.     

初中生家庭社会经济地位、积极品质对中考成绩的预测作用

以442名初中生为被试,采用历时20个月的纵向研究考察家庭社会经济地位（socioeconomic status, SES）和积极品质对中考成绩的预测作用。结果发现：（1）家庭SES、积极品质整体发展水平可以同时显著正向预测初中生在20个月后的中考成绩;（2）积极品质整体发展水平在家庭SES与中考成绩之间存在中介作用,即家庭SES越高,初中生的积极品质整体水平越高,其中考成绩越好。研究结果提示积极品质可以补偿低家庭SES对学生中考成绩的不良影响。     

中学生偶像崇拜与学业自我概念、学业成绩的关系研究

研究主要采用问卷法 ,选取北京市某普通中学 42 8名初一至高三的学生进行研究 ,结果表明 :(1 )有偶像的中学生人数显著高于无偶像的人数 ,“歌星影星”与“著名人士”是其崇拜的主流。 (2 )学业自我概念及其各维度在有无偶像之间不存在显著差异。 (3)主要偶像类型对学业自我概念具有显著主效应。 (4 )有无偶像和主要偶像类型对学业成绩均没有显著主效应。     

中小学师生的校园暴力内隐观研究

本研究用自编问卷对2386名中小学生和504名中小学教师进行了调查,结果表明,中小学师生普遍认可比较严重的身体攻击和性骚扰为校园暴力,不太认可言语攻击为校园暴力。学生的内隐观存在性别、城乡和年级差异,教师的内隐观基本不受性别、城乡、年级和学历影响。教师比学生更认可身体攻击为校园暴力,而学生比教师更认可言语攻击、财产破坏和一般性的体罚为校园暴力。     

农村初中生学习适应性发展的研究

本研究运用测量的方法考察了 3 86名农村初中生学习适应性的发展。结果表明 ,初一学生的学习适应性显著地好于初二、初三、初四的学生 ;男女学生的学习适应性差异显著 ;在“学习态度”、“学习技术”、“学习环境”、“身心健康”四个分测验中 ,年级差异非常显著 ;优等生和差生在学习适应性上也存在着非常显著的差异。     

《中学生心理健康诊断测验》结构的探索及修改

在浙江省8个城市的6所高中和6所初中,采取分层整群抽样方法选取初一到高三600名学生,用修改后的《心理健康诊断测验》(MHT)进行了测查,着重检验该测验的结构。结果发现,因素分析所获取的因素与原测验相一致,但对原测验的项目进行了一些删减。因素分析和相关分析结果以及内部一致性系数显示,修改后的问卷具有较高的信度,其效度也符合心理测量的要求。