Teacher Use Of Interventions In General Education Settings: Measurement And Analysis Of The Independent Variable

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products. The results showed that the 4 teachers markedly increased the integrity of the delivered treatment when they were provided with performance feedback. The results suggest that academic performance improved for the group of students as integrity improved.     

Learning about food: starlings, skinner boxes, and earthworms

Despite its importance as a tool for understanding a wide range of animal behavior, the study of reinforcement schedules in the laboratory has suffered from difficulties in the biological interpretation of its findings. This study is an operant-laboratory investigation of the ability of European starlings, Sturnus vulgaris, to learn to respond adaptively to the problem of foraging on patchily distributed prey that are uncertainly located in space. In order to maximize the biological relevance of the laboratory study, variation in the aggregation of earthworms, Lumbricus terrestris (a prey species), was rigorously quantified from the field, and the experimental birds were presented with reinforcement schedules designed to represent the extremes of the observed variation. The results demonstrate that, even for a single prey species, the degree to which individuals are aggregated can vary markedly over a range of spatial scales, and that starlings can rapidly learn to respond, in an adaptive manner, to these variations. These findings suggest that starlings are capable of adjusting their behavior to facilitate the efficient exploitation of prey that occurs in patches of an uncertain nature, and thus illustrate the heuristic value of an ecologically informed operant-laboratory approach to studying foraging behavior.     

The contribution of feedback to outcome in long-term group psychotherapy

Two long-term analytic inpatient psychotherapy groups, comprised of severely disturbed neurotic and personality disordered patients, were intensively investigated using process ratings and therapist and patient reports to examine the contribution of interpersonal feedback to treatment outcome. We found that feedback was important throughout the course of therapy, and that patients who derived the most benefit from the groups were those who experienced a greater level of group cohesiveness and were most active in terms of self-disclosure, receipt of feedback, and making significant behavioral modifications within treatment. These successful patients received both positive and negative feedback, primarily from other group members, and worked effectively toward the goals that brought them to treatment.     

Me and My Shadow: Therapy with Sexually Abused Pre-Adolescents

The purpose of this paper is to describe the use of solution focused techniques with preadolescent children who have been sexually abused and to present a therapeutic model that: 1) represents a blending of traditional psychological theoretical ideas with the more recent solution focused techniques; 2) presents a unique time-limited group format for assisting children to come to know and like their authentic selves; and 3) provides the therapist with the opportunity to expand his or her roles. In this model, the path from false self to authentic self is conceptualized as an interplay among abuse events, family relationships, and other life contexts.     

The Influence of Posttreatment Mutual Help Group Participation on the Friendship Networks of Substance Abuse Patients

The effect of 12-step mutual help groups (e.g., Narcotics Anonymous) on members' friendship networks has received little attention. This 1-year longitudinal study examined such effects in a sample of 2,337 male substance abuse inpatients, 57.7% of whom became significantly involved in 12-step activities (e.g., reading program literature, attending meetings) after treatment. An a priori model of the interplay of 12-step involvement and friendship networks was tested using structural equation modeling, and found to have excellent fit to the data. Twelve-step group involvement after treatment predicted better general friendship characteristics (e.g., number of close friends) and substance abuse-specific friendship characteristics (e.g., proportion of friends who abstain from drugs and alcohol) at follow-up. Results are discussed in terms of how mutual help group involvement benefits patients and how the self-help group evaluation paradigm should be broadened.     

DECREASING BURNED CHILDREN'S PAIN BEHAVIOR: IMPACTING THE TRAUMA OF HYDROTHERAPY

We evaluated the effects of cartoon viewing with the use of a star feedback chart on two burned children's pain behavior during their physical therapy sessions. In addition, the degree to which the observational data corresponded with physical therapists' and mothers' ratings of the children's pain, fear, and cooperativeness was examined. Using a reversal single-subject design, the results showed that the children's pain behavior substantially decreased during experimental treatment sessions compared to their baseline levels. The rating scale data indicated that the physical therapist's and mother's rating of pain, anxiety, and cooperativeness were all correlated significantly with the observational data (p < .05). The contributions of respondent and operant conditioning to the occurrence and treatment of pain behavior in burned children are discussed.     

AN ALTERNATING TREATMENT COMPARISON OF ORAL AND TOTAL COMMUNICATION TRAINING PROGRAMS WITH ECHOLALIC AUTISTIC CHILDREN

An alternating treatment comparison was conducted of the relative effectiveness of oral and total communication training models for teaching expressive labeling skills to three echolalic autistic children. The results of this comparison demonstrated that total communication proved to be the most successful approach with each of the subjects. In addition, the replication of these findings both within and across subjects suggest that total communication may be, in general, the most effective of these two training models for teaching basic vocal language skills to echolalic children. A number of hypotheses are presented that may provide a basis for the demonstrated effect.     

A COMPARISON OF TWO INTERVENTION ROLES: PEER MONITOR AND POINT EARNER

Two fifth-grade students' high levels of off-task and disruptive behavior decreased rapidly during an intervention in which they were appointed peer monitors or point earners. The children worked in dyads in which one child served as a peer monitor and the other child earned points from his or her monitor for good behavior. Points were accumulated as part of a group contingency. We introduced the two appointments in an independent math period and alternated the appointments across days. The peer monitor and point earner roles, when alternated on an every-other-day basis, were equally effective in reducing the students' inappropriate behavior. Furthermore, their behavior during intervention fell well within the range of inappropriate behavior levels exhibited by classmates. The speed with which both students completed their math problems increased during both appointments. The accuracy of their academic work, however, varied; one student improved slightly and the other student decreased slightly in accuracy.     

Optimal appropriateness measurement

The test-taking behavior of some examinees may be so idiosyncratic that their test scores may not be comparable to the scores of more typical examinees. Appropriateness measurement attempts to use answer patterns to recognize atypical examinees. In this report appropriateness measurement procedures are viewed as statistical tests for choosing between a null hypothesis of normal test-taking behavior and an alternative hypothesis of atypical test-taking behavior. Most powerful tests for inappropriateness are described together with methods for computing their power. A recursion greatly simplifying the calculation of optimal test statistics is described and illustrated.The work reported in this article was supported by United States Office of Naval Research contracts N00014-79C-0752, NR 154-445 and N00014-83K-0397, NR 150-518, Michael V. Levine, Principal Investigator.     

An individual differences additive model: An alterating least squares method with optimal scaling features

An individual differences additive model is discussed which represents individual differences in additivity by differential weighting of additive factors. A procedure for estimating the model parameters for various data measurement characteristics is developed. The procedure is evaluated using both Monte Carlo and real data. The method is found to be very useful in describing certain types of developmental change in cognitive structure, as well as being numerically robust and efficient.The work reported here was partly supported by Grant A6394 to the first author by the Natural Sciences and Engineering Research Council of Canada.