TRAINED,GENERALIZED, AND COLLATERAL BEHAVIOR CHANGES OF PRESCHOOL CHILDREN RECEIVING GROSS-MOTOR SKILLS TRAINING

Three preschool children participated in a behavioral training program to improve their gross-motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross-motor behaviors, one fine-motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross-motor skills trained and that improvements sometimes generalized to other settings. Contrary to suggestions in educational literature, the gross-motor training program did not produce changes in fine-motor skills or social behaviors. Implications for educators and for the development of the technology of generalization are outlined.     

The effects of classwide peer tutoring on correct cardiopulmonary resuscitation performance by physical education majors

Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance.     

A METHODOLOGY FOR DISTINGUISHING BETWEEN EXTINCTION AND PUNISHMENT EFFECTS ASSOCIATED WITH RESPONSE BLOCKING

We present one method for distinguishing between extinction and punishment effects. The proportion of responses that produced a consequence (blocking) was varied while hand mouthing was treated in a man diagnosed with profound mental retardation. Response patterns across the schedule changes suggested that the blocking procedure functioned as a punishing event.     

Making life easier with effort: Basic findings and applied research on response effort

Early basic research showed that increases in required response effort (or force) produced effects that resembled those produced by punishment. A recent study by Alling and Poling determined some subtle differences between the two behavior-change strategies, but also confirmed that increasing required effort is an effective response-reduction procedure with enduring effects. In this paper we summarize basic research on response effort and explore the role of effort in diverse applied areas including deceleration of aberrant behavior, attention deficit hyperactivity disorder, oral habits, health care appointment keeping, littering, indexes of functional disability, and problem solving. We conclude that renewed interest in response effort as an independent variable is justified because of its potent effects and because the political constraints imposed on punishment- and reinforcement-based procedures have yet to be imposed on procedures that entail manipulations of response effort.     

The impact of daycare environments on children's mood and behavior

This study examined the influence of different environmental features at nine daycare centers on 74 children's (42 boys and 32 girls) emotions in relation to their individual traits. The environments were predominantly assessed by semantic scales, and the children's emotions using a structured observational technique. Hierarchical regression analysis revealed that the activation level as well as the control of the behavior were related to the individual traits of the children, whereas the directedness and the hedonic tone of the behavior were related to the environment and the situation (meal or free play). Of special interest is the result that extrovert children displayed higher levels of control than the more introvert children. The most important quality of the physical daycare environment was unity, whereas intensity and familiarity were to most salient qualities of the social environment     

Response suppression by visual stimuli paired with postsession d-amphetamine injections in the pigeon

Responding of pigeons, maintained under a fixed-interval 3-minute schedule of food presentation, was decreased on days that the color of the lights illuminating the food magazine was changed and d-amphetamine (1.0 mg/kg, i.m.) was injected after the session. Responding was not decreased by keylight color changes paired with postsession d-amphetamine or by postsession injections of saline. Administration of pentobarbital (3.0 to 5.6 mg/kg), but not d-amphetamine (.3 to 3.0 mg/kg), before the session increased rates of responding suppressed by drug-paired magazine lights. Responding maintained under a fixed-ratio 30-response schedule was not decreased when differently colored magazine lights were paired with a low (.3 mg/kg) postsession dose of d-amphetamine; with high (3.0 mg/kg) postsession doses, however, responding was completely suppressed after two pairings. The effects of pairing magazine stimuli with an intermediate (1.0 mg/kg) postsession dose of d-amphetamine depended upon the magnitude of prior postsession doses. After being paired with a low dose, stimuli paired with 1.0 mg/kg did not suppress responding. After being paired with a high dose, stimuli paired with 1.0 mg/kg completely suppressed responding. The suppression of food-maintained responding by stimuli paired with postsession drug administration depends upon both behavioral and pharmacological variables.     

MANIPULATION OF POTENTIAL PUNISHMENT PARAMETERS IN THE TREATMENT OF SELF-INJURY1

The self-injurious behavior (SIB) of a blind, profoundly retarded male was observed within a field setting as multiple forms of punishment were applied. The effects of hair-tug punishment were first systematically examined, then hair-tug and electric shock punishment were administered in varing ratios (of punishment deliveries per SIB response) supplemented by continuous restraint contingencies and made contingent on recurrent antecedents of SIB cycles. Treatments were applied over six months of consecutive daily sessions ranging from 30 min to 8 hr duration. Posttreatment followup observations were taken 12, 24, and 34 months after treatment. Partial suppression was produced as a direct function of hair-tug punishment in the initial phase. A generally progressive decrement was produced on already lowered SIB rates with the succeeding components of the treatment package. Extended periods of total SIB suppression occurred as punishment was rendered contingent on antecedent components of each SIB response cycle. Followup observations of nearly 3 yr duration indicated total suppression generalized over all settings in which the subject functioned. The findings were related to the contrasting limits prevailing in most reports of punishment-based SIB suppression.     

THE EFFECTS OF SOCIAL PUNISHMENT ON NONCOMPLIANCE: A COMPARISON WITH TIMEOUT AND POSITIVE PRACTICE

The effects of social punishment, positive practice, and timeout on the noncompliant behavior of four mentally retarded children were assessed in a multitreatment withdrawal design. When programmed, the experimental procedure occurred contingent on noncompliance to experimenter-issued commands. Commands were given at 55-sec intervals throughout each experimental session. The results showed (1) lower levels of noncompliance with social punishment than with the positive-practice or timeout conditions, and (2) that relatively few applications of social punishment were required to obtain this effect. The advantages of social punishment over other punishment procedures, considerations to be made before using it, and the various aspects of the procedure that contribute to its effectiveness were discussed.     

Effects on responding of mixed and multiple schedules of signalled and unsignalled response-dependent electric-shock delivery

Responding in two rats was maintained under mixed and multiple variable-interval 35-sec variable-interval 35-sec food delivery schedules. Similar rates and patterns of responding occurred in each component of the two schedules. Mixed and multiple variable-interval 65-sec variable-interval 65-sec schedules of response-dependent shock delivery were super-imposed on the mixed and multiple baseline food schedules, respectively. In one component, a 5-sec stimulus was presented on the average of once every 65 sec. Offset of the stimulus arranged that the next response would produce shock. In the other component, no stimulus was presented during the 5-sec period. The mixed schedule of signalled and unsignalled dependent shock delivery yielded similar degrees of response suppression in each component, but the multiple schedule of shock delivery revealed differential degrees of response suppression. Considerably more suppression occurred in the component not associated with the preshock stimulus, thus implicating the discriminative functions of the correlated stimulus.     

RECREATING THE SCENE: AN EFFECTIVE WAY TO PROVIDE DELAYED PUNISHMENT FOR INAPPROPRIATE MOTOR BEHAVIOR

A mediated punishment procedure that involved recreating a behavioral sequence by guiding the subject through the behavior in the situation in which it occurred was used to suppress several severe problem behaviors in two developmentally delayed children. The mediational procedure was first used with a 4-year-old autistic boy for biting and then for foot stomping. Next the procedure was used for stealing and hoarding behavior with a multiply handicapped 17-year-old girl. Results indicated that the procedure was effective and produced relatively rapid results. One advantage of the procedure is that it provides an opportunity for trained personnel to apply restrictive procedures to low frequency behavior that occurs in their absence rather than relying on less qualified staff to implement the procedure immediately after the behavior occurs.