Effectiveness of the GOFER course in decision making for high school students

The paper describes and evaluates the GOFER course in decision making for high school students (Mann, Harmoni and Power, 1988). The course was based on principles from the conflict theory of decision making (Janis and Mann, 1977) and was designed to provide adolescents with an understanding of factors that produce good and poor decision making as well as knowledge and practice of sound decision skills. Two evaluation studies were conducted to examine effectiveness of the course. Study 1 was conducted with young adolescents (12 year olds). It found a significant difference between students trained in the course and a control group on measures of self-esteem as a decision maker, self reported decision habits and knowledge of decision strategy. Study 2 was conducted with mid-adolescents (15 year olds). It, too, found a significant difference between students who took the course and a control group on measures of self esteem as a decision maker and self-reported decision habits. It is concluded that while the evaluation study fell short of an ideal test, the GOFER course met the criteria of improving student knowledge, raising confidence in decision making and changing self reported decision habits.     

FUNCTIONAL COMMUNICATION TRAINING WITH AND WITHOUT EXTINCTION AND PUNISHMENT

Functional communication training has been reported to be a promising treatment for severe behavior problems. In this study, functional communication training alone and combined with extinction and/or punishment was evaluated for 4 clients with severe retardation, behavior problems, and communication deficits. The participants were inpatients on a hospital unit for treatment of severe behavior disorders. They received individualized interventions based on functional assessment that included reinforcement of a communication response with the same function as their destructive behavior. Results showed that for some patients, functional communication training was not sufficient to produce clinically significant reductions in destructive behavior, and the combination of training plus punishment produced the largest and most consistent reductions.     

Four Systems Anxiety Questionnaire (FSAQ): a self-report measure of somatic, cognitive, behavioral, and feeling components

This article presents the development of a 60-item self-report known as the Four Systems Anxiety Questionnaire (FSAQ). The FSAQ assesses anxiety on four components: somatic, cognitive, behavioral, and feeling. The FSAQ was given to 218 first-year university students, 54 anxiety patients attending clinical psychology departments, and 14 agoraphobic patients pre- and postpsychological treatment. Results reveal satisfactory reliability and validity levels. In addition, we proved that the FSAQ is sensitive to change following psychological treatment.     

DIRECT AND COLLATERAL EFFECTS OF RESTRAINTS AND RESTRAINT FADING

Mechanical restraints are commonly used to reduce the risks associated with severe self-injurious behavior (SIB), but may result in movement restriction and adverse side effects (e.g., bone demineralization). Restraint fading may provide a method for decreasing SIB while increasing movement and reducing these side effects. In the current investigation, rigid arm sleeves and restraint fading (gradually reducing the rigidity of the sleeves) were used with 3 clients who engaged in hand-to-head SIB. Restraints and fading reduced the hand-to-head SIB of all clients. However, for 1 client, the addition of a water mist procedure further reduced SIB to near-zero levels. For a 2nd client, another form of SIB developed that was not prevented by the rigid sleeves. For a 3rd client, a topography of SIB that was not physically prevented by the rigid sleeves was also reduced when restraints and fading were introduced.     

Bisecting RT with lateralized readiness potentials: Precue effects after LRP onset

Recent work has sought to use the time at which the Lateralized Readiness Potential (LRP) first develops (LRP onset) as a temporal landmark to bisect experimental effects on reaction time (RT). Many studies have found experimental effects on the time between the signal and LRP onset, but few have found effects on the time between LRP onset and RT (LRP-RT interval). The primary goal of this study was to produce an effect on the LRP-RT interval. We employed precuing, a manipulation likely to influence motor-programming processes at the end of the RT interval. Subjects performed a 4-alternative choice-RT task in which a signal prompted a button-press with the index or middle finger on the left or right hand. Precues preceded the signals and were either informative, reducing the set of response alternatives from four to two, or uninformative. Besides RT and LRP, we also measured electromyographic (EMG) activity and the P300 ERP component. RT, P300 latency, and the interval between the signal and LRP onset were all shorter with informative than uninformative precues, but the timing of EMG activity relative to RT remained the same. Most importantly, precuing affected the LRP-RT interval. Implications for bisecting RT with LRPs and the identity of processes affected by precuing are discussed.     

THE EFFECTS OF CONTINGENT AND NONCONTINGENT ATTENTION ON SELF-INJURY AND SELF-RESTRAINT

Self-restraint and self-injurious behavior (SIB) are two responses that can sometimes be members of the same functional response class (i.e., maintained by the same contingency). In such cases, a single treatment should be effective for both responses. In this investigation, we examined the effects of providing attention (the presumed reinforcer) both noncontingently and contingent upon either SIB or self-restraint. Results were consistent with our hypothesis that both responses were maintained by attention and suggested that noncontingent reinforcement was a potentially effective treatment.