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Biomedical subjects

M M Wolf

Publications and source records attributed to M M Wolf.

69 records · Page 4Linked to original sources
PubMed1973

Achievement Place: development of the elected manager system.

A series of experiments was carried out to compare several administrative systems at Achievement Place, a family style behavior modification program for pre-delinquent boys. One aspect of the motivation system at Achievement Place was the token economy in which the youths could earn or lose points that could be exchanged for privileges. Several arrangements for assigning routine tasks and for providing token consequences for task performance were compared for their effectiveness in accomplishing the tasks and for their preference by the boys. The independent variables studied included: (1) individually assigned tasks versus group assigned tasks; (2) consequences for individual performance versus consequences for group performance; (3) a peer managership that could be earned by the highest bidder versus a peer managership that could be determined democratically by the peers. The results suggested that among those systems studied the system that best met the criteria of effectiveness and preference involved a democratically elected peer manager who had the authority both to give and to take away points for his peers' performances.

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PubMed1972

Achievement Place: the reliability of self-reporting and peer-reporting and their effects on behavior.

The reliability of the boys reporting their own behavior of their peers was measured in two experiments at Achievement Place, a community based, family style, behavior modification program for delinquents based on a token (point) economy. The results of these experiments indicated that; (a) the boys were not "naturally" reliable observers, (b) the reliability of peer-reporting could be improved by providing training on the behavioral definitions and by making points contingent on agreement between each boy's peer-report and an independent adult observers' report, (c) the reliability of self-reporting could be improved by making points contingent on agreement between the self-report and the trained peer's report, and (d) giving self-reports and peer-reports did not produce a systematic effect on the boys' room-cleaning behavior as measured by an independent observer.

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PubMed1971

A comparison of procedures for eliminating self-injurious behavior of retarded adolescents.

An attempt was made to eliminate the self-injurious behaviors of four institutionalized, profoundly retarded adolescents. Some of the behaviors studied were: face-slapping, face-banging, hair-pulling, face-scratching, and finger-biting. Three remediative approaches to self-injurious behavior were compared. Elimination of all social consequences of the self-injurious behavior was not effective with the two subjects with whom it was attempted. The same two subjects were exposed to a procedure involving reinforcement of non-self-injurious behavior which was ineffective under no food deprivation and was effective with one of the two subjects under mild food deprivation. Electric-shock punishment eliminated the self-injurious behaviors of all four subjects with whom it was attempted. The results suggested that punishment was more effective than differential reinforcement of non-self-injurious behavior which, in turn, was more effective than extinction through elimination of social consequences. However, the effects of the punishment were usually specific to the setting in which it was administered. In order to eliminate the self-injurious behaviors of severely retarded children, it is apparently necessary to carry out the treatment in many of the settings in which it occurs.

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PubMed1971

Modification of articulation errors of pre-delinquents by their peers.

Pre-delinquent peers in Achievement Place (a community based family style rehabilitation program based on a token economy) were given points (token reinforcement) to modify the articulation errors of two boys. In Experiment I, using a multiple baseline experimental design, error words involving the /l/, /r/, /th/, and /ting/ sounds were successfully treated by both a group of peers and by individual peers. Also, generalization occurred to words that were not trained. The speech correction procedure used by the peers involved a number of variables including modelling, peer approval, contingent points, and feedback. The individual role of each of these variables was not experimentally analyzed, but it was demonstrated that peers could function as speech therapists without instructions, feedback, or the presence of an adult. It was also found that payment of points to peers for detecting correct articulations produced closer agreement with the experimenter than when they were paid points for finding incorrect articulations. The results were replicated in a second experiment with another subject who had similar articulation errors. In addition, the second experiment showed that peer speech correction procedures resulted in some generalization to the correct use of target words in sentences and significant improvements on standard tests of articulation.

Journal Article↗
PubMed1971

Achievement Place: modification of the behaviors of pre-delinquent boys within a token economy.

The "pre-delinquent" behaviors of six boys at Achievement Place, a community based family style behavior modification center for delinquents, were modified using token (points) reinforcement procedures. In Exp. I, point losses contingent on each minute late were effective in producing promptness at the evening meal. During the reversal phase, threats (which were not backed up with point losses) to reinstate the point consequences initially improved promptness but the last two of five threats were ineffective. In Exp. II, point consequences effectively maintained the boys' room-cleaning behavior and, during a fading condition where the percentage of days when the contingency occurred was decreased, the point consequences remained effective for over six months, even when they were delivered on only 8% of the days. Experiment III showed that the boys saved considerable amounts of money when point consequences were available for deposits but saved little money when no points were available. Also, when points were given only for deposits that occurred on specific days the boys deposited their money almost exclusively on those days. In Exp. IV, point consequences contingent on the number of correct answers on a news quiz produced the greatest increase in the percentage of boys who watched the news and, to a lesser extent, increased the percentage of correct answers for the boys who watched the news. The results indicate that "pre-delinquent" behaviors are amenable to modification procedures and that a token reinforcement system provides a practical means of modifying these behaviors.

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PubMed1970

Home-based reinforcement and the modification of pre-delinquents' classroom behavior.

In Exp. I, five pre-delinquents from Achievement Place attended a special summer school math class where study behavior and rule violations were measured daily for each boy. The boys were required to take a "report card" for the teacher to mark. The teacher simply marked yes or no whether a boy had "studied the whole period" and "obeyed the class rules." All yeses earned privileges in the home that day but a no lost all the privileges. Using a reversal design, it was shown that privileges dispensed remotely could significantly improve classroom performance. In Exp. II and III, home-based reinforcement was also shown to be effective in improving the study behavior of two youths in public school classrooms. In addition, data from Exp. III suggest that the daily feedback and reinforcement may be faded without much loss in study behavior. Home-based reinforcement was demonstrated to be a very effective and practical classroom behavior modification technique.

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PubMed1969

Good behavior game: effects of individual contingencies for group consequences on disruptive behavior in a classroom.

Out-of-seat and talking-out behaviors were studied in a regular fourth-grade class that included several "problem children". After baseline rates of the inappropriate behaviors were obtained, the class was divided into two teams "to play a game". Each out-of-seat and talking-out response by an individual child resulted in a mark being placed on the chalkboard, which meant a possible loss of privileges by all members of the student's team. In this manner a contingency was arranged for the inappropriate behavior of each child while the consequence (possible loss of privileges) of the child's behavior was shared by all members of this team as a group. The privileges were events which are available in almost every classroom, such as extra recess, first to line up for lunch, time for special projects, stars and name tags, as well as winning the game. The individual contingencies for the group consequences were successfully applied first during math period and then during reading period. The experimental analysis involved elements of both reversal and multiple baseline designs.

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PubMed1969

Visually discriminated behavior in a "blind" adolescent retardate.

A 16-yr-old retarded male, diagnosed organically blind and treated by those around him as a blind person, was given practice in discriminating visual stimuli. After training, he responded with significantly better than chance accuracy in a choice situation in which stimuli were as small as 18 pt Futura Medium type. In addition, he was trained to look at the experimenter's eyes when instructed to do so. Control procedures revealed that it was the reinforcement contingency that functioned to establish and maintain eye contact. Eye contact with the experimenter generalized in a limited way to situations in which this behavior was not reinforced, though not to a neutral individual. When the boy was required to use visual cues to help himself in a cafeteria line, he soon emitted the necessary behaviors, where formerly he had been assisted by others. Resumption of assistance markedly decreased self-help, suggesting that continued use of any newly learned skills would depend on the response of the individuals in his environment. The boy also learned eating behavior that appeared to require the use of visual cues.

Journal Article↗
PubMedDate not supplied

Cefdinir versus cephalexin for the treatment of skin and skin-structure infections. The Cefdinir Adult Skin Infection Study Group.

Because of increasing resistance to older antimicrobial agents, newer drugs need to be evaluated for the treatment of skin and skin-structure infections (SSSIs). This double-masked, randomized, comparative, multicenter study enrolled patients aged 13 years or older with SSSIs to receive either cefdinir 300 mg BID or cephalexin 500 mg QID for 10 days. Nine hundred fifty-two patients (474 in the cefdinir group and 478 in the cephalexin group) took part, primarily white males between 18 and 65 years of age. There were two follow-up visits, with efficacy determined at the test-of-cure visit, 7 to 16 days posttherapy. Many patients were not microbiologically assessable, primarily because of negative cultures at study admission. Patients who required surgical intervention (e.g., incision and drainage) at the site of infection more than 24 hours after the initiation of drug therapy were defined as treatment failures. Significantly more isolated pathogens were resistant to cephalexin than to cefdinir. In the 178 efficacy-assessable cefdinir-treated patients, the rate of pathogen eradication was 93% (200/215), and the rate of successful clinical response was 88% (157/178), compared with 89% (221/247) and 87% (177/204), respectively, in the 204 efficacy-assessable cephalexin-treated patients. Using confidence-interval analysis, the microbiologic and clinical response rates of the cefdinir-treated patients were statistically equivalent to those of the cephalexin-treated patients. At the follow-up visits, patients were questioned about any adverse events occurring since their previous visit. Any untoward symptom occurring during or within 2 days after completion of drug treatment was considered an adverse reaction if the investigator judged it to be definitely, probably, or possibly related to the study drug. One hundred twenty-three (26%) cefdinir-treated patients and 77 (16%) cephalexin-treated patients experienced at least one adverse reaction, a statistically significant difference. Study drug was discontinued for adverse reactions in 20 (4%) cefdinir-treated patients and 13 (3%) cephalexin-treated patients; in the two groups, 10 and 7 patients, respectively, were discontinued for diarrhea. Cefdinir taken BID was as effective as cephalexin taken QID in the treatment of mild-to-moderate SSSIs and was well tolerated by most patients. The increased antibacterial activity of cefdinir must be balanced against the higher rate of diarrhea seen in patients treated with this drug.

Adolescent↗