Programming generalization of social skills in preschool children with hearing impairments.

The efficacy of a social skills training package in producing stimulus generalization, both with and without the systematic application of generalization programming techniques, was evaluated with 5 preschool children with hearing impairments. The evaluation was conducted within a multiple baseline design. Generalization probes were conducted daily. The social skills training package was implemented in a training setting and produced high, stable rates of social interaction in that setting. However, generalization of the social skills to new teachers, peers, and play activities did not occur until generalization programming strategies were applied in the original training setting. Using sufficient stimulus exemplars and contacting natural consequences appeared to be the key strategies for promoting generalization of social interaction. In addition, the use of supplementary procedures (e.g., a fluency criterion and treatment integrity checks) may have contributed to stimulus generalization.

Cost-effectiveness of home relaxation training for tension headaches.

Taped home relaxation training was evaluated in a single-case replication design across three patients suffering from tension headaches. Data from daily headache diaries indicated that headache frequency decreased substantially for two of the patients. For the third patient who reported almost continual headache pain, intensity was reduced by over 50%. When compared with results of our previous research taped home relaxation training appeared as effective as (and therefore, more cost-effective than) live clinic relaxation training.

Cognitive-behavioral treatment for panic disorder with gastrointestinal symptoms: a case study.

A 25-year-old woman with a 12-year history of panic disorder with agoraphobia and gastrointestinal symptoms was treated using a cognitive-behavioral program which included: (a) correcting misconceptions about normal bowel functioning, (b) graduated in vivo exposure to internal stimuli which she misinterpreted as precursors of loss of bowel control, (c) graduated in vivo exposure to external stimuli associated with fears of loss of bowel control, (d) establishment of regular eating patterns, and (e) bowel control training. Self-ratings of avoidance and distress, frequency of panic attacks, diazepam use, and negative cognitions decreased with treatment. Treatment gains were maintained at 18-month follow-up. Tailoring of cognitive-behavioral treatment to panic with fears of loss of bowel control was emphasized.

Treatment integrity of relaxation training for tension headaches.

Treatment integrity procedures, generally lacking in previous research, were employed for evaluation of relaxation training for tension headaches. Treatment integrity is the extent to which the therapist implements the relaxation procedure as described, and the degree to which the patients comply with the therapist's instructions. Objective compliance with the home practice of relaxation training was assessed using a microcomputer-based method which required the patient to squeeze a hand control when instructed to tense a muscle. A single-case replication design with three tension headache patients was used. The dependent variables were taken from patients' self-reported daily headache data. Results indicate that: (a) the therapist accurately adhered to the relaxation training protocol; (b) headache frequency decreased in all patients from baseline to 1-year follow-up (improvements ranged from 72.7% to 98.2%); and (c) improvement was greater with higher compliance.

Effects of a variable-ratio reinforcement schedule with changing criteria on exercise in obese and nonobese boys.

The effects of a variable-ratio schedule of reinforcement on pedaling a a stationary exercise bicycle were examined. Three obese and three nonobese 11-year-old boys were individually tested five times weekly for approximately 12 weeks. A changing-criterion design was used in which each successive criterion was increased over mean performance rate in the previous phase by approximately 15%. The contingencies of the successive criteria resulted in systematic increases in rate of exercise for all children. Final variable-ratio rates were higher than those under fixed ratios found in previous research, with rates for 2 of the 3 obese boys approximating those of the nonobese.

The effects of verbal performance descriptions on nonverbal operant responding.

The effect of reinforced verbal descriptions on key-pressing rate was studied in the context of reinforcement for pressing on schedules opposed to the verbal description and schedules delivering a constant or randomly chosen point value regardless of pressing rate (nondifferential schedules). Undergraduates' key presses produced points exchangeable for lottery tickets on alternating schedules. Subjects experienced one of four manipulations. In Experiment 1, after schedule control had been demonstrated using a "medium rate" schedule for each of two response keys, subjects were awarded maximum points for choosing one of five verbal descriptions of "the best way to earn points" for each key. Subjects experienced either (a) maximum points for verbal descriptions of "press very fast" for one key and "press very slowly" for the other, with the schedule gradually moved from medium to oppose this description, or (b) maximum schedule points for a very fast rate on one key and very slow rate on the other, with the maximum points for verbal descriptions gradually moved to oppose the schedule. Key-pressing rates conformed to the active schedule, not to the verbal performance description. In Experiment 2 subjects received maximum points for verbal descriptions of "press very fast" for one key and "press very slowly" for the other while the same nondifferential schedule was operative for both keys. Correspondence of pressing rate to verbal description was either complete, transient, or absent. The precise discriminative control of the schedules employed may account for less verbal response-rate control in the present versus past research. Possible differences between computer- and experimenter-generated verbal behavior are discussed.

Effectiveness and persistence of precurrent mediating behavior in delayed matching to sample and oddity matching with children.

Two kinds of mediating behavior were compared with respect to their effectiveness in variable-delay matching-to-sample and oddity-matching tasks. Each of four 5-year-old children was trained to emit either differential or common mediating responses. The differential mediating response consisted of pressing a specific computer key corresponding to either of two possible sample stimuli (a red or a green square). The common mediating response consisted of pressing one of the two response keys regardless of the sample. The differential-response subjects did not show the typical, delay-related decrease in matching-to-sample performance that characterized the behavior of common-response subjects. An oddity-matching task was then introduced, and subjects were instructed to use the mediating keys however they preferred, including not at all. Differential-response subjects continued to respond on the originally trained mediating keys in response to sample presentation and later reversed their choice responding, thus accommodating the oddity-matching requirements. Common-response subjects continued to emit the previously trained mediating response and experienced limited success in oddity matching. Results were interpreted in terms of stimulus control, instructional control, and experimental history.

Contingency contracting with delinquents: effects of a brief training manual on staff contract negotiation and writing skills.

A brief training manual was developed for the purpose of teaching child-care workers to contingency contract with delinquent youths living in residential care facilities. The manual was designed to require minimal supplementary training by a professional. In Experiment 1 a multiple baseline design was used to assess the effect of the manual on 4 child-care workers' contract negotiation and writing behaviors. Experiment 2 consisted of four A-B systematic replications. Behaviors were assessed within the context of analogue training simulations and generalization tests with delinquent youths. Results from the analogue simulations indicated that the manual was successful in increasing both types of behaviors to a level of proficiency that equaled or surpassed that of behaviorally trained graduate students, and results from the generalization tests indicated that the child-care workers were able to apply their newly acquired contracting skills with delinquent youths. Procedural reliability varied across child-care workers, but was usually high.

Computer-interfaced operant measurement in treating insomnia.

A sleep assessment method consisting of a computer-interfaced hand-held microswitch and bedswitch was tested in an A-B case study with a 22-year-old male insomniac. A comprehensive stimulus control package was used as part of the treatment package (Azrin, 1977). Computer-generated and self-report data were collected and compared on sleep onset latency and time slept. Computer data also indicated time spent awake at night. Both sets of data showed that treatment was followed by clinically significant decrease in sleep onset latency and an increase in time slept. Computer data indicated a reduction in time spent awake. Twelve-month follow-up self-report data revealed continued improved sleeping.

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.

A rapid multi-component treatment for an obsessive-compulsive disorder.

A 67-yr-old woman with a 45-yr history of obsessive-compulsive problems related to fear of contamination was treated rapidly by a multi-component intervention. Questionnaire data following treatment showed the patient to be free of obsessive-compulsive complaints, and these were corroborated by behavioral observations. Follow-up probes conducted 6, 12 and 18 months later revealed continued maintenance of treatment gains. Patient-therapist contact time totalled 6 hr, about one-third of the time employed by Marks for exposure and response prevention, indicating the cost-effectiveness of a multi-component treatment intervention.

A comparison of relaxation training and competing response training to eliminate hair pulling and nail biting.

A 17-year-old female with a 14-year history of hair pulling and nail biting was treated with relaxation training and competing response training. While introduction of relaxation training produced an initial decline in hair pulling, there was a gradual recovery of the maladaptive behavior to baseline levels. The competing response procedure consisted of clenching fists for 3 min whenever hair pulling or nail biting occurred or were likely to occur. By the use of the competing response hair pulling and nail biting decreased, eventually to zero. Follow-up over a 2-year period revealed that the treatment effects were maintained.

The good toothbrushing game: a school-based dental hygiene program for increasing the toothbrushing effectiveness of children.

There has been a serious lack of experimentally verified, effective dental hygiene programs in the schools. In and of themselves, the instruction-alone programs which comprise children's dental education do not produce proper toothbrushing skills. In the present study, a school-based contingency dental hygiene program designed to increase the effectiveness of children's toothbrushing skills at home was implemented with grade one and two classes. Each class was divided into teams and participated in the "Good Toothbrushing Game." Each day four children fron each team had the cleanliness of their teeth assessed according to the Simplified Oral Hygiene Index (Greene & Vermillion, 1964). The team with the lowest mean oral hygiene score was declared the daily winner. Winning teams received stickers and had their names posted. A multiple baseline across classrooms single-subject group design. (Hersen & Barlow, 1976, pp. 228-229) established that the good toothbrushing game greatly increased the effectiveness of children's oral hygiene skills. the treatment terminal levels for the grade one scores was 2.0 as compared to a baseline terminal level of 5.0 and for the grade two's was 2.3 compared to 5.7 at the end of baseline. A 9-mo follow-up indicated that these results were maintained. The data strongly suggest that proper implementation of behavioral principles is essential to the success of oral hygiene programs.

Word game bingo: a behavioral treatment package for improving textual responding to sight words.

Six third-grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 X 9 cm paper divided into 25 equal-sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked "free"). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique or teachers to train sight word reading.