Evaluation of the validity of the condom use self-efficacy scale (CUSES) in young men using two behavioral simulations.

Assessment of behavioral skills remains critical to the evaluation of HIV prevention interventions; however, investigators often rely upon participant reports of self-efficacy to estimate such skills. We evaluated the relationship between self-efficacy beliefs for condom use and behavioral performance. Forty-three men completed the Condom Use Self-Efficacy Scale (CUSES) and participated in 2 behavioral assessments. Regression analyses indicated that the CUSES subscales relevant to negotiation of condom use did not account for a significant amount of variability in interpersonal skills; similarly, the CUSES subscale relevant to technical condom use skill did not account for variability in the condom application scores. We caution investigators against the assumption that higher self-efficacy reflects behavioral competence for HIV-risk reduction.

PIP: It has been estimated that 1% of young men in the US are infected with HIV. Concern about AIDS has led to the development of theoretical models which address the determinants of behavior change. According to Bandura's self-efficacy theory, self-efficacy informs decisions to engage in risk-reducing behaviors, determines the amount of effort expended, and influences the extent to which an individual perseveres when obstacles are encountered. The Condom Use Self-Efficacy Scale (CUSES) assesses efficacy to purchase condoms, apply and remove them, and negotiate their use with partners. Evidence exists for the reliability of the CUSES. The authors investigated whether perceptions of condom use efficacy measured by the CUSES correlate with related skills when assessed by behavioral role-plays. 43 men completed the CUSES and participated in two behavioral assessments. Regression analyses indicated that the CUSES subscales relevant to the negotiation of condom use did not account for a significant amount of variability in interpersonal skills. Moreover, the CUSES subscale relevant to technical condom use skill did not account for variability in condom application scores. Caution is recommended before assuming that higher self-efficacy reflects behavioral competence for HIV risk reduction.

A comparison of contingent vs non-contingent competing response practice in the treatment of nervous habits.

Previous research found that two components of the habit reversal procedure, the practice of a competing response (CR) and awareness training, suppressed muscle tics to the same degree as Azrin's entire habit reversal program. This study compared the effectiveness of two variations of the competing response procedure (contingent vs non-contingent practice) on the nervous habits of nine subjects. The results showed the non-contingent competing response to be largely ineffective in decreasing the target behaviors. The contingent competing response procedure greatly reduced the nervous habits of most subjects, and the complete habit reversal procedure further decreased the behavior for two subjects. This research indicates that the competing response procedure is most effective when used in a contingent fashion.

Parental control of nocturnal thumbsucking.

This study evaluates two procedures for the elimination of nocturnal thumbsucking in a 10-yr-old boy. The subject's mother recorded the occurrence of thumbsucking four times each night. Reliability checks were done twice a week by another family member. A plastic splint, usually employed to protect a damaged thumb, was placed on the subject's thumb at bedtime. The results showed that when the splint was used, the incidence of thumbsucking decreased from 100% of the checks made during baseline to 0% during intervention. Several naturally occurring and one planned reversal demonstrated the effectiveness of the splint in controlling thumbsucking.

Comparing the effectiveness of similar and dissimilar competing responses in evaluating the habit reversal treatment for oral-digital habits in children.

In the present study 26 children with chronic oral-digital habits were randomly assigned to 1 of 3 conditions. Group 1 received habit reversal using a similar competing response. Group 2 received habit reversal using a dissimilar competing response, and Group 3 served as a wait-list control group. Three videotaped observations were taken at pretreatment and again at posttreatment. In addition, social acceptability data were collected on the treatment groups at posttreatment. Results showed that the similar and dissimilar groups were engaging in significantly less oral-digital behavior at posttreatment when compared to the control group. However, the two treatment groups did not differ from each other in terms of treatment gains or acceptability. These results suggest that habit reversal is an effective treatment for oral digital habits in children. In addition, it appears that the competing response does not function as a physically incompatible behavior. Implications of the findings are discussed.

Rumination and vomiting in the developmentally disabled: a critical review of the behavioral, medical, and psychiatric treatment research.

Medical and psychiatric research regarding the treatment of vomiting and rumination among developmentally disabled individuals was selectively reviewed. Because of serious methodological flaws which pervade the psychiatric literature, claims for the effectiveness of psychiatric interventions for vomiting and rumination cannot be justified. Medical interventions (e.g., pharmacological and surgical interventions) were found to be effective when rumination was attributable to a specific organic pathology. In the absence of identified organic pathology for rumination, medical interventions are of questionable efficacy and because of the risks and side effects associated with these procedures, are seldom the intervention of first choice for functional rumination. Behavioral procedures for the treatment of vomiting and rumination are described and critically reviewed for their efficacy, side effects, and the generalization and maintenance of their effects. Although methodological weaknesses limit conclusions regarding the efficacy of some behavioral interventions, several procedures have sound experimental support including oral hygiene, differential reinforcement of incompatible behaviors, and food satiation procedures. These behavioral interventions are the treatments of choice when organic causes of rumination cannot be identified. Suggestions for future research and applications are discussed.

Management of inappropriate behaviors of trainable mentally impaired students using antecedent exercise.

The effects of several levels of exercise on inappropriate behaviors of four trainable mentally impaired students were observed. Treatment conditions, which occurred as the first daily activity, included: Phase I, daily alternating conditions of warm-up exercises and jogging at a moderate rate for a short distance; Phase II, daily alternating conditions of no-exercise periods and jogging at a vigorous rate for a moderate distance; and Phase III, jogging at a vigorous rate for a moderate distance on consecutive days. For one student two additional conditions occurred, Phase IV, long-distance jogging on consecutive days at a vigorous rate and Phase V, consecutive days of no exercise. Observations of three inappropriate behaviors of each student occurred immediately after, 1 hour after, and 2 hours after each exercise period. Results indicate a decrease in all three inappropriate behaviors for three of four students and an inverse relationship between the level of exercise and the amount of inappropriate behavior for three of four students. Improvements over existing studies are discussed with suggestions for future research.

Evaluation of a training manual for the acquisition of behavioral assessment interviewing skills.

Two procedures were used to teach behavioral assessment interviewing skills: a training manual and one-to-one instruction that included modeling, rehearsal, and feedback. Two graduate students and two advanced undergraduates were trained with each procedure. Interviewing skills were recorded in simulated assessment interviews conducted by each student across baseline and treatment conditions. Each training procedure was evaluated in a multiple baseline across students design. The results showed that both procedures were effective for training behavioral interviewing skills, with all students reaching a level of 90%-100% correct responding. Finally, a group of experts in behavior analysis rated each interviewing skill as relevant to the conduct of an assessment interview and a group of behavioral clinicians socially validated the outcomes of the two procedures.

Self- and cross-citations in the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior: 1983-1992.

We examined self- and cross-citation practices in JABA and JEAB from 1983 through 1992. Mean levels of self-citation for JABA and for JEAB were 22.6% and 36.1%, respectively. Overall, 2.4% of JABA citations were JEAB articles, and 0.6% of JEAB citations were JABA articles, which suggests limited integration of basic and applied research.

Peer training of safety-related skills to institutional staff: benefits for trainers and trainees.

A peer training program, in which experienced staff trained new staff, was evaluated as a method for teaching and maintaining safety-related caregiver skills in an institutional setting for the developmentally disabled. Three sets of safety-type skills were assessed in simulated emergency situations: responding to facility fires, managing aggressive attacks by residents, and assisting residents during convulsive seizures. Using a multiple-baseline research design, results indicated that the peer training program was an effective method of training the three types of emergency skills to new direct care staff. The program also appeared effective in improving the skills of the peer trainers. Perhaps most importantly, results indicated that if experienced staff functioned as peer trainers for particular emergency skills, then their proficiency in those skills maintained over time whereas their proficiency declined in emergency skills for which they did not act as peer trainers. Social validity information collected from available staff 23 months after the program was completed supported the utility of the training in terms of staff responses during actual emergencies. Also, acceptability measures indicated that staff liked participating in the program. However, some inconsistencies between staff verbal reports and performance-based measures of acceptability were noted. Results are discussed regarding the overall effectiveness of the peer training program, the importance of maintenance strategies for safety-related skills, and the need for multidimensional analyses of staff acceptability in staff training/management research.

Applying behavior analysis to clinical problems: review and analysis of habit reversal.

This article provides a review and analysis of habit reversal, a multicomponent procedure developed by Azrin and Nunn (1973, 1974) for the treatment of nervous habits, tics, and stuttering. The article starts with a discussion of the behaviors treated with habit reversal, behavioral covariation among habits, and functional analysis and assessment of habits. Research on habit reversal and simplified versions of the procedure is then described. Next the article discusses the limitations of habit reversal and the evidence for its generality. The article concludes with an analysis of the behavioral processes involved in habit reversal and suggestions for future research.

The treatment of muscle tics with dissimilar competing response practice.

Prior research has shown that muscle tics can be suppressed by the performance of a competing response contingent on the occurrence of the muscle tics. In an effort to determine whether the topography of the competing response was important to the muscle tic suppressing effects of contingent competing response practice, we evaluated the effects of a competing response that was topographically dissimilar to the muscle tic. Three subjects engaged in dissimilar competing responses contingent on the occurrence of a muscle tic; 2 of these subjects subsequently engaged in similar competing response practice. The results showed a decrease in objective measures of muscle tic frequency with the introduction of dissimilar competing response practice for each subject; subsequent exposure to similar competing response practice for 2 subjects resulted in no additional decrement in the level of muscle tics. These results suggest that the topography of the competing response may not be crucial for the suppression of muscle tics. Discrepancies between the objective measures of muscle tics and self-recorded measures are noted and discussed.

Development and evaluation of an infant-care training program with first-time fathers.

We evaluated the effectiveness of a multicomponent package in training infant-care skills to first-time fathers. After developing and socially validating a set of infant-care skills, we assessed the effects of training in a hospital-based program with expectant fathers (Experiment 1) and in a home-based program with fathers having varied degrees of experience with their infants (Experiment 2). In both experiments, a multiple probe design demonstrated that the training package was responsible for producing criterion performance by the expectant and first-time fathers. A 1-month generalization probe in Experiment 1 showed that the effects transferred across training conditions (training doll to human infant) and settings (hospital to home). An increase in the number of infant-stimulation activities performed by fathers was also observed in both experiments.

Overcorrection: A review and critical analysis.

This paper reviews the overcorrection literature with a focus on the subject populations, dependent variables, procedural variations and research methodology reflected in overcorrection research. It analyzes overcorrection in terms of its punishment characteristics, and based on this, offers suggestions for the effective use of overcorrection. It raises issues regarding generalization and maintenance and the lack of data supporting claims for an educative value of overcorrection. We conclude that overcorrection can be an effective response suppressing procedure with greater social acceptability than other forms of punishment, but that the staff time involved in its use constitutes a possible drawback. We suggest the need for analytic research to identify overcorrection's critical components and minimal effective duration. Finally, we offer a suggestion for the use of more descriptive and precise terminology with respect to overcorrection procedures.

Effects of token reinforcement schedules on work rate: a case study.

The response rate of an educably mentally retarded male on a folder assembly task and for two types of self-stimulatory behavior was measured under fixed ratio, variable ratio, and fixed ratio pacing schedules of reinforcement. Higher work rates were maintained by the variable ratio and fixed ratio pacing schedule than by the simple fixed ratio schedule. The rate of self-stimulatory behavior associated with each reinforcement schedule and with a medication termination was also reported.