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Biomedical subjects

R M Foxx

Publications and source records attributed to R M Foxx.

At least 19 recordsLinked to original sources
PubMed2001

Potential clients' beliefs about the relative competency and caring of psychologists: implications for the profession.

To assess the extent to which the results reported by Warner and Bradley (1991) can be generalized beyond the population of undergraduate psychology students, 132 adults in the metropolitan Harrisburg area were asked to evaluate the competency and traits of clinical psychologists, licensed professional counselors, and psychiatrists. Results indicated that the general public believed counselors to be more caring than psychologists and psychiatrists. All three professional groups were perceived to be comparable in their ability to treat the least severe disorders. Licensed counselors were perceived to be most competent to treat disorders rated by the subjects as moderately severe, comparable in competence to clinical psychologists for adjustment disorders, and comparable to psychiatrists for marital problems. Psychiatrists and psychologists were considered the most competent to treat the most severe disorder, major depression. The results indicate that while clinical psychologists often were viewed as competent, they were not viewed as the single practitioner of choice for any diagnostic classification, nor were they noted to have positive character traits.

Adolescent↗
PubMed1995

Patients' perceived control over their health care: an outcome assessment of their psychological adjustment to renal failure.

Previous research has sometimes produced conflicting results regarding patients' psychological adjustment to end-stage renal disease (ESRD). It is generally accepted that treatment outcomes vary across treatment modality, with successful transplant patients reporting a higher subjective quality of life than patients on center hemodialysis. Hemodialysis and transplantation therapies vary in many ways, including the intrusiveness of treatment on all aspects of the patient's life. In the present study, 65 individuals being treated for ESRD with center hemodialysis or a renal transplant were assessed for health locus of control, for generalized control over 11 life dimensions, and for beliefs about control over specific aspects of treatment for ESRD. The study also included indicators of psychological adjustment. The results indicated that control over life dimensions, which includes control over illness, is a significant factor in psychological adjustment. Beliefs that one can comply specifically with diet and fluid restrictions were related to treatment outcome. These data suggest that interventions designed to increase patients' perception of control are likely to have a positive impact on the qualitative aspect of treatment.

Adaptation, Psychological↗
PubMed1993

"Would I be able to ... "? Teaching clients to assess the availability of their community living life style preferences.

A three-phase program was developed to involve six institutionalized adults with mild mental retardation in their transition to community living. In Phase I, subjects were interviewed to determine their community living life style preferences and were found to be reliable and skillful in stating their preferences. In Phase II, the subjects' 10 strongest preferences were identified. In Phase III, they were taught to obtain preference availability information from group home representatives and report these findings to their social worker. A simultaneous replication design across two component skills, questioning and reporting, revealed that both increased after training and generalized to community group homes. The 5 subjects available for follow-up maintained their posttraining performance. Implications of these results in extending choice and decision-making technology were discussed.

Adult↗
PubMed1992

An eight-year follow-up of three social skills training studies.

An 8-year follow-up of the maintenance of social skills training effects was conducted. Nine subjects from previously published studies that targeted general/social, social/vocational, and social/sexual skills were retested in role play or interview/simulation generalization assessments. The follow-up tests revealed that 5 subjects' correct responding was maintained well above their pretrained or baseline levels, and 3 responded above their posttest levels. Increases in an untargeted response, number of words per response, were maintained for most of the subjects whose percentage correct responding was maintained. The results suggest that some individuals will display enduring situation-specific social responding.

Adult↗
PubMed1990

"Harry": a ten year follow-up of the successful treatment of a self-injurious man.

The successful treatment of a self-injurious man is reported in a ten year follow-up. The client, Harry, is a 32-year-old man who was treated for self-injurious behavior (SIB) ten years ago with a multiphased program that included a) reinforcement with physical restraint for increasingly longer periods of noninjury and timeout from restraint for SIB, b) fading restraint, c) substituting appropriate forms of restraint, d) token reinforcement for adaptive behavior, and e) parent and vocational training. After ten years Harry's SIB remains infrequent and rarely results in any tissue damage. No negative consequences have been used for his SIB for over nine years. Harry now works all day in a community workshop, earns approximately $45.00 per month, visits his parents' home virtually every weekend and accompanied them two years ago on a four and a half week vacation by car that covered 7500 miles. Conceptual and practical considerations related to the client's success are discussed.

Adult↗
PubMed1990

Long-term follow-up of echolalia and question answering.

A long-term follow-up of echolalia and correct question answering was conducted for 6 subjects from three previously published studies. The follow-up periods ranged from 26 to 57 months. In a training site follow-up, subjects were exposed to baseline/posttraining conditions in which the original trainer and/or a novel person(s) presented trained and untrained questions. Four subjects displayed echolalia below baseline levels, and another did so in some assessments. Overall, echolalia was lower than in baseline in 80.6% of the follow-ups. Five subjects displayed correct responding above baseline levels. No clear differences were noted in correct responding or echolalia between the trainer and novel-person presentations or between trained and untrained questions. In a follow-up in a natural environment conducted by a novel person, lower than baseline levels of echolalia were displayed by 3 subjects; 2 subjects displayed lower than baseline levels in some assessments. Two subjects consistently displayed correct responding above baseline, and 3 did so occasionally. Issues related to the study of maintenance are discussed.

Adolescent↗
PubMed1989

A maintenance strategy for discontinuing aversive procedures: a 52-month follow-up of the treatment of aggression.

A strategy for systematically discontinuing aversive treatment components is illustrated with a 52-month follow-up of the treatment of severe aggression by an institutionalized, dually diagnosed deaf male. Phase 1 lasted 28 months and included: (a) contingent electric shock, (b) a high density positive reinforcement, (c) compliance training, (d) transfer of programmatic responsibility to others, and (e) a relaxation procedure. Phase 2 has lasted for 24 months and features (a) replacing shock with decreasing durations of nonexclusionary timeout and (b) naturally occurring reinforcers. Aggression has remained very low for over 4 years. The client is in an all day workshop, visits home frequently, and accompanies his parents on vacation. A social validity questionnaire revealed that he has become more sociable and less dangerous.

Adult↗
PubMed1988

Replacing a chronic schizophrenic man's delusional speech with stimulus appropriate responses.

This study attempted to extend the use of Cues, Pause, Point language training procedures (developed to treat the speech disorders of mentally handicapped persons) to delusional speech. The direct and potential generalized effects of the procedures on the delusional and socially appropriate responding of an institutionalized, chronic schizophrenic man were evaluated in a multiple baseline design across stimulus-response pairs. The procedures encouraged the subject to (a) remain quiet before, during, and after the presentation of verbal stimuli and then (b) respond on the basis of environmental cues (i.e. written word cards) that contained the correct responses. Delusional responding was rapidly replaced by appropriate responding on both sets of the trained stimuli. Across person and setting generalization occurred in assessments conducted immediately following training, and these effects were maintained for 15 months. The results suggest that Cues, Pause, Point procedures may offer some potential for replacing delusional responding with appropriate responding to social stimuli.

Aged↗
PubMed1988

The right to effective behavioral treatment.

We propose that individuals who are recipients or potential recipients of treatment designed to change their behavior have the right to a therapeutic environment, services whose overriding goal is personal welfare, treatment by a competent behavior analyst, programs that teach functional skills, behavioral assessment and ongoing evaluation, and the most effective treatment procedures available.

Activities of Daily Living↗
PubMed1988

Replacing maladaptive speech with verbal labeling responses: an analysis of generalized responding.

We taught three mentally handicapped students to answer questions with verbal labels and evaluated the generalized effects of this training on their maladaptive speech (e.g., echolalia) and correct responding to untrained questions. The students received cues-pause-point training on an initial question set followed by generalization assessments on a different set in another setting. Probes were conducted on novel questions in three other settings to determine the strength and spread of the generalization effect. A multiple baseline across subjects design revealed that maladaptive speech was replaced with correct labels (answers) to questions in the training and all generalization settings. These results replicate and extend previous research that suggested that cues-pause-point procedures may be useful in replacing maladaptive speech patterns by teaching students to use their verbal labeling repertoires.

Adolescent↗
PubMed1988

Cues-pause-point training and simultaneous communication to teach the use of signed labeling repertoires.

We taught two mentally retarded students who communicated by signing to answer questions with signed labels and evaluated the generalized effects of this training on their correct responding to untrained questions. The students received cues-pause-point training on one question set followed by generalization assessments on a different set in other settings. Periodic probes were conducted on two novel question sets in other settings to determine further the strength and spread of any generalization effects. A multiple baseline across-subjects design revealed that the students' incorrect signing was replaced with correct responding in the training and all generalization sets. These results replicate and extend previous research and suggest that cues-pause-point procedures can be useful in teaching students to use their manual signing repertoires.

Adolescent↗
PubMed1987

Cues-pause-point language training: teaching echolalics functional use of their verbal labeling repertoires.

We evaluated the direct and generalized effects of cues-pause-point language training procedures on immediate echolalia and correct responding in two severely retarded females. Two experiments were conducted with each subject in which the overall goal was to encourage them to remain quiet before, during, and briefly after the presentation of questions and then to verbalize on the basis of environmental cues whose labels represented the correct responses. Multiple baseline designs across question/response pairs (Experiment I) or question/response pairs and settings (Experiment II) demonstrated that echolalia was rapidly replaced by correct responding on the trained stimuli. More importantly, there were clear improvements in subjects' responding to untrained stimuli. Results demonstrated that the cues-pause-point procedures can be effective in teaching severely retarded or echolalic individuals functional use of their verbal labeling repertoires.

Adolescent↗
PubMed1986

Some direct and generalized effects of replacing an autistic man's echolalia with correct responses to questions.

We extended the use of operant procedures to decrease immediate echolalia and increase the appropriate responding to questions of a 21-year-old autistic man. Three experiments were conducted in which the overall plan was to encourage the subject to remain quiet before, during, and after the presentation of questions and teach him to use environmental cues (i.e., word cards or a model's responses) to increase the likelihood of responding correctly. Multiple baseline designs demonstrated that echolalia was rapidly replaced with correct stimulus-specific responses. In addition, there were a variety of generalized improvements in the subject's verbal responses to questions. The procedures and results are contrasted to previous research in an attempt to explain the encouraging findings.

Adult↗
PubMed1986

An analysis of social skills generalization in two natural settings.

The interactional behavior of two groups of elderly mentally retarded residents of a community facility was measured in two generalization situations before, during, and after one group received social skills training. The training group received social skills training within a game format, whereas the contrast group simply played a game with no emphasis on interactional behavior. Results suggested that generalization to natural interactional situations may be delayed following training and that it is more likely in some situations (i.e., with trained peers) than others (i.e., in the presence of untrained peers).

Aged↗
PubMed1984

Teaching social/vocational skills to retarded adults with a modified table game: an analysis of generalization.

In this study, a social skills training program for institutionalized mildly or moderately retarded adults was extended to include skills relevant to vocational settings. Target behaviors involving a verbal action or reaction within six skill areas were taught using a commercially available board game, Sorry, and a specially designed card deck. The training program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. Using a multiple baseline across two groups (n = 3 per group), the game contingencies increased social/vocational skills in all targeted areas. Generalization was assessed in two settings: a simulated workshop in which pre and post measures were taken and in the institutional workshop where the residents worked. The posttraining simulated workshop results revealed that the residents' newly learned skills had generalized. However, repeated generalization measures of the residents' social interactions in the institutional workshop were equivocal as were measures of their productivity.

Adult↗