VERBAL CONDITIONING AND AWARENESS IN A SENTENCE-CONSTRUCTION TASK.
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Awareness↗
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An investigation of verbal interaction, knowledge of sexual behavior and self-concept in adolescent mothers.
Variables commonly considered to be major factors in contributing to the incidence of adolescent pregnancy may be only part of the total pattern. This study sought to examine the adolescent mothers' communication with significant others and their knowledge about sex, pregnancy, and birth control methods. Self-concepts of the adolescent mothers were compared with those of the published norms of the Tennessee Self-Concept Scale. The study included 23 adolescent mothers between the ages of 13 and 19 who were gravida 1 as indicated by their medical records. They were given a questionnaire constructed from previous research. They also completed a communication scale and the Tennessee Self-Concept Scale. The findings of the present study indicated that most adolescent mothers considered their communication with their parent mothers to be one of mutual understanding. However, it appears that most adolescent mothers obtain much of their information about sex, pregnancy, and birth control methods from significant others. The self-concepts of these adolescent mothers were lower in comparison to the norm. The results indicate a need for further research in the area of adolescent sexual development, sex education in the school, and increased involvement of parents in the communication of sexual mores.
Adolescent↗
An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers.
This Monograph reports the results of teaching preschool teachers to be successful at increasing desired behaviors of their children, thus becoming successful teachers. Five teacher-training techniques were examined experimentally under single-subject designs: written assignments, feedback from viewing graphs, on-the-spot feedback from a wireless radio (Bug-in-the-Ear), feedback from an observer, and self-counting. Those teaching procedures that included prompt and frequent information to the teacher about the behavior under study were the most effective techniques. Self-counting, in which the teacher tallied the number of times she emitted the behavior of either priming or reinforcing social or verbal behavior of a child (or children), and observer feedback, in which the observer reported to the teacher periodically during the hour the frequency of her behavior, were the most reliable teaching techniques. The other procedures, while less reliable than self-counting and observer feedback, were effective with some teachers. Maintenance of teacher behavior across settings was examined with a group of Head Start teachers, and maintenance of teacher behaviors across different child behaviors and different children was examined with three student teachers. The results indicated that teaching was more likely to maintain if it occurred in the teacher's home setting rather than at another site. In all cases, when generalization occurred across settings, time, or children, the frequency of the teacher's behavior was not as high as when the relevant behavior had been trained directly. Results supported the proposal that it is possible to define effective teacher behavior, not just characterize it, as it occurs in the classroom, and that effectiveness can be measured by defining and observing the child behaviors to which teacher behaviors are directed.
Adult↗
Emotional reactions in children: verbal, physiological, and behavioral responses to affective pictures.
Many studies have shown a consistent pattern in adults' responses to affective pictures and there is growing evidence of gender differences, as well. Little is known, though, about children's verbal, behavioral, and physiological responses to affective pictures. Two experiments investigated children's responses to pictures. In Experiment 1, children, adolescents, and adults viewed pictures varying in affective content and rated them for pleasure, arousal, and dominance. Results indicated that children and adolescents rated the pictures similarly to adults. In Experiment 2, physiological responses, self-report, and viewing time were measured while children viewed affective pictures. As with adults, children's responses reflected the affective content of the pictures. Gender differences in affective evaluations, corrugator activity, skin conductance, startle modulation, and viewing time indicated that girls were generally more reactive to unpleasant materials.
Child↗
Say-do-report training to change chronic behaviors in mentally retarded subjects.
Two mentally retarded subjects with language deficits participated. A say-do-report correspondence training was implemented to break the functions of present conditions given by a long history of contingencies maintaining chronic inadequate patterns of behavior. The say-do-report procedure was implemented following a multiple baseline design across two behaviors in one subject and in an AB design for the other. During baseline, all possible social contingencies maintaining the inadequate behaviors were eliminated. Promising or saying what a subject would do was then implemented and followed by the differential reinforcement of say-do correspondence reports. All behaviors changed and were maintained at an appropriate level, even after eliminating the components involved in the say-do-report procedure, that is, the reports, the extra consequences, and even the promise. Results are discussed in the context of verbal behavior altering the function of present conditions in subjects with limited verbal repertory, as well as in the context of new applications to make a difference in chronic behaviors.
Adolescent↗
Stabilization of behavior and prolonged exposure to delayed auditory feedback.
The disruption of fluent verbal behavior found under delayed feedback is replaced by stable patterns when presentation is prolonged. Experimental analysis suggests that the later patterns involve the reinstatement of control by stimuli in whose presence the behavior was originally established.
Behavior↗
Interpersonal Hostility Assessment Technique: description and validation against the criterion of coronary artery disease.
High levels of hostility are associated with adverse health outcomes. The Interpersonal Hostility Assessment Technique (IHAT; Barefoot, 1992) measures hostility from verbal behavior during a standardized interview. Four types of behaviors are scored as hostility: evading the question, irritation, and indirect and direct challenges to the interviewer. The sum of the frequencies of these acts is a Hostile Behavior Index (HBI), which is divided into two components: verbal, scored with speech content in mind, and paraverbal, based on vocal stylistics. This study examined characteristics of IHAT assessments in 129 male coronary patients. Satisfactory interrater reliabilities were obtained. The HBI correlated highly (.58) with coronary artery disease severity after controlling for traditional risk factors. This relation was not affected by question topic or by differential weighting of the four hostile behaviors. Both HBI components were significantly correlated with disease. Results are discussed in terms of their implications for hostility assessment.
Adult↗
Some generalization and follow-up measures on autistic children in behavior therapy.
We have treated 20 autistic children with behavior therapy. At intake, most of the children were severely disturbed, having symptoms indicating an extremely poor prognosis. The children were treated in separate groups, and some were treated more than once, allowing for within- and between-subject replications of treatment effects. We have employed reliable measures of generalization across situations and behaviors as well as across time (follow-up). The findings can be summarized as follows: (1) Inappropriate behaviors (self-stimulation and echolalia) decreased during treatment, and appropriate behaviors (appropriate speech, appropriate play, and social non-verbal behaviors) increased. (2) Spontaneous social interactions and the spontaneous use of language occurred about eight months into treatment for some of the children. (3) IQs and social quotients reflected improvement during treatment. (4) There were no exceptions to the improvement, however, some of the children improved more than others. (5) Follow-up measures recorded 1 to 4 yr after treatment showed that large differences between groups of children depended upon the post-treatment environment (those groups whose parents were trained to carry out behavior therapy continued to improve, while children who were institutionalized regressed). (6) A brief reinstatement of behavior therapy could temporarily re-establish some of the original therapeutic gains made by the children who were subsequently institutionalized.
Journal Article↗
Increasing mentally retarded adolescents' verbalizations about current events.
The effects of antecedent and consequent events on the verbal behavior of three institutionalized mentally retarded adolescents were examined. Verbal statements, related to current national and international events, were recorded after exposures to television news programs. The study examined the accuracy of verbalizations as a function of: (1) exposures to television news presentations in massed (i.e., viewing the entire news program before an opportunity to describe it) versus distributed from (i.e., viewing each news item separately with each followed by an opportunity to describe it), and (2) contingent tokens and social praise for correct verbal responses (i.e., statements corresponding to news items presented). Both the temporal distribution of news presentations and the reinforcement procedures improved the accuracy of verbal statements emitted by the subjects.
Journal Article↗
Thought disorder: current assessment, techniques, and future trends.
The early accounts of thought disorder were based primarily on abnormalities in the speech patterns of schizophrenic patients. Researchers have attempted to study and assess this phenomenon based on the verbal behaviors of individuals believed to experience disordered thinking. However, verbal dysfunction may not be the most accurate means of assessing thought disorder in psychiatric patients. A review of studies which have attempted to examine aspects of schizophrenic symptomatology suggests that the self-report technique may be a viable alternative for assessing disordered thought. Schizophrenic patients are able to give accurate accounts of experiences relating to their illness. We believe that the self-report technique may provide a reliable method for thought disorder assessment. Based on this assumption, we are currently in the process of developing a self-report scale which assess 13 constructs we believe to be associated with thinking. In a small sample of subjects, the questionnaire was able to differentiate schizophrenic subjects from normals.
Cognition Disorders↗
The communicative function hypothesis: an operant behavior perspective.
The suggestion that all problem behaviors may serve a communicative function is explored from an operant perspective. An analysis of the environmental functions of operant behavior involves an understanding of two sets of relations: (1) two types of reinforcement contingencies (positive and negative) and (2) two types of operant behaviors (verbal and non-verbal). Such an operant analysis reveals that not all problem behaviors may currently serve a communicative function. However, often an alternate replacement behavior can be developed that would achieve the same environmental effect as the problem behavior through social mediation and thereby be communicative in nature. A theoretical classification system for identifying the type of function a problem behavior may serve is advanced. Implications for prescribing behavioral treatments based on this model are presented.
Behavior Therapy↗
Sundown syndrome in institutionalized elderly.
To describe sundown syndrome and determine factors related to its occurrence, 59 demented and 30 nondemented nursing home residents aged 60 years and above were observed in the morning and the evening over two consecutive days using a Confusion Inventory. Physiologic, psychosocial, and environmental data were also recorded. In addition, Pfeiffer's Short Portable Mental Status Questionnaire, the Philadelphia Geriatric Center Morale Scale, Face-Hand Test, and sensory screening were completed. Among the 89 subjects, 11 were found to be sundowners, a prevalence rate of one in eight in the facility. No clear pattern of behaviors evolved but sundowners were found to increase restless and verbal behavior as evening approached. Sundowners were more likely to be demented, with greater mental impairment and organic involvement than nonsundowners. Among physiologic factors, odor of urine, being awakened frequently on the evening shift, and fewer medical diagnoses were significantly associated with sundowning. Significant psychosocial factors were current room residence of less than one month, more recent admission to the facility, and higher evening levels of confusion. No environmental factors were related.
Aged↗
Social ecology of supervised communal facilities for mentally disabled adults: IV. Characteristics of social behavior.
Behavior categories for observations of 304 mentally disabled adults were analyzed in relation to settings (sheltered workshops and residential facility), personal characteristics (age, sex, IQ, diagnosis, and desire for affiliation) and characteristics of partners. Both settings and personal characteristics predicted individual behavior rates for the 10 most frequently observed behavior categories. As many as 14 dimensions were extracted from behavior observed in more intense dyadic relationships; these dimensions were strongly related to characteristics of the individuals in the relationships. Although more intelligent individuals exhibited higher rates of verbal behavior, they were not more verbal in their intense social relationships. Furthermore, individuals at all levels of intelligence were sensitive to the intellectual characteristics of their partners. The results suggest that the social behavior of mentally disabled people is complex and sensitive to the presence and characteristics of others; peer-group composition seems to be critical to social adaptation in communal settings for this population.
Adult↗
The effects of mands and models on the speech of unresponsive language-delayed preschool children.
The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period. Following a lengthy intervention condition, experimental procedures were systematically faded out to check for maintenance effects. The treatment resulted in increases in total verbalizations and nonobligatory speech (initiations) by the subjects. Subjects also became more responsive in obligatory speech situations. In a second free play (generalization) setting, increased rates of total child verbalizations and nonobligatory verbalizations were observed for all three subjects, and two of the three subjects were more responsive compared to their baselines in the first free play setting. Rate of total teacher verbalizations and questions were also higher in this setting. Maintenance of the treatment effects was shown during the fading condition in the intervention setting. The subjects' MLUs (mean length of utterance) increased during the intervention condition when the teacher began prompting a minimum of two-word utterances in response to a mand or model.
Child Behavior↗
Children's verbalizations and cheating behavior during game playing: the role of sociometric status, aggression, and gender.
The first goal of this study was to investigate sociometric status, aggression, and gender differences in children's verbalizations and cheating behavior during game playing using a fine-grained observational coding system. The second goal was to control for the effects of differential peer treatment and bias on children's behavior by observing children in a standardized procedure with unfamiliar peer confederates. Participants were 111 second-grade African American children, half average and half rejected sociometric status, half aggressive and half nonaggressive based on peer nominations, and half boys and half girls. Rejected children engaged in more cheating behavior and made more negative and argumentative verbalizations than average status children. Boys made more negative and argumentative verbalizations than girls. Aggressive children did not differ from nonaggressive children, in terms of either verbalizations or cheating behavior.
Black or African American↗
B.F. Skinner and the auditory inkblot: The rise and fall of the verbal summator as a projective technique.
Behaviorist B.F. Skinner is not typically associated with the fields of personality assessment or projective testing. However, early in his career Skinner developed an instrument he named the verbal summator, which, at one point, he referred to as a device for "snaring out complexes," much like an auditory analogue of the Rorschach inkblots. Skinner's interest in the projective potential of his technique was relatively short lived, but whereas he used the verbal summator to generate experimental data for his theory of verbal behavior, several other clinicians and researchers exploited this potential and adapted the verbal summator technique for both research and applied purposes. The idea of an auditory inkblot struck many as a useful innovation, and the verbal summator spawned the tautophone test, the auditory apperception test, and the Azzageddi test, among others. This article traces the origin, development, and eventual demise of the verbal summator as an auditory projective technique.
Equipment and Supplies↗
Identifying behavior associated with verbal self-corrections of aphasic clients.
The purposes of this study were to define certain behaviors associated with verbal self-correction efforts of aphasic clients and to determine the accuracy with which these behaviors might be identified by clinical observers. Seven explicit definitions were written for behaviors associated wih aphasic clients' self-correction attempts on single-word and short-answer language production tasks. To determine the accuracy with which defined behaviors could be identified, observers (N = 7) were asked to view 400 randomly selected speech samples and to code the type of self-correction event for each sample. The accuracy of these judgments was ascertained by calculating the percentages of observers' agreements with judgments made previously by the experimenters. Results showed observers were able to identify explicitly defined behaviors at levels of accuracy ranging from 73%--99%. When observers' judgments did not agree with those of the experimenters, inaccuracies tended to be logical and to cluster in particular categories. Findings suggest a need for further study of behaviors associated with aphasic individuals' self-correction efforts, particularly with reference to the significance of these behaviors to recovery from aphasic, and to aphasic symptomatology in general.
Aphasia↗
MEASUREMENT OF VERBAL AND VOCAL BEHAVIOR. INFRA-CONTENT CHANNELS OF VOCAL COMMUNICATION.
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Communication↗