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PubMed1972

The effects of token reinforcement and feedback on the delusional verbal behavior of chronic paranoid schizophrenics.

Prior research with token reinforcement in the psychiatric population has been directed at work adjustment, more than at major symptomatic behaviors. The purpose of the present research, on the other hand, was to investigate the effects of feedback and token reinforcement on the modification of delusional verbal behavior in chronic psychotics. Six male and four female paranoid schizophrenic patients participated in the study. The results indicated that the effects of feedback were effective about half the time in reducing percentage delusional talk, but in at least three cases produced adverse reactions. Token reinforcement, however, showed more consistency and reduced the percentage of delusional verbal behavior in seven of the nine subjects exposed to this procedure. The effects of both feedback and token reinforcement were quite specific to the environment in which they were applied and showed little generalization to other situations. It would appear that using token reinforcement can reduce the percentage delusional speech of chronic paranoid schizophrenics.

Journal Article↗
PubMed1981

Adult reactions to children's cross-gender verbal behavior.

Reactions of teachers and college students were obtained to a child, labeled male or female, exhibiting stereotypically masculine or feminine verbal behavior. The findings were: (1) adults did not redirect or discourage cross-gender compared with gender-appropriate behavior; (2) adults rated same-sex children higher on a subset of masculine traits, regardless of the child's behavior; (3) adult females rated the child more positively and responded to the child in a more reinforcing manner than did males; (4) male teachers responded to the child more positively than nonteachers, but the reverse was true for females; (5) all adults reinforced feminine more than masculine behaviors; and (6) nonteachers were more attracted to the female child and the child exhibiting feminine behaviors, while teachers were more attracted to the male child and the child exhibiting masculine behaviors.

Adult↗
PubMed1975

Adolescent verbal behavior. An investigation of noncontent styles as related to race and delinquency status.

This investigation assessed the relationship of race and delinquent status with the noncontent verbal behavior of adolescent males. A standardized videotape interview was used to ensure consistent stimulus presentation. Sixteen white and sixteen black delinquents were compared with equal numbers of nondelinquents on the noncontent verbal measures of total time (performance time), units (frequency), and latency. It was predicted that nondelinquents would be more verbal than delinquents and whites would be more verbal than blacks. No racial differences were found. Delinquents, however, were found to talk significantly less than nondelinquents and to have significantly longer verbal latencies. Discussion of these results centered on the verbal demand characteristics of certain settings, such as classrooms and court hearings.

Adolescent↗
PubMed1986

Modification of verbal behavior of the mentally impaired elderly by their spouses.

Speaking disorders frequently result in serious consequences for mentally impaired elderly people. Two examples are presented illustrating the modification of both excess and deficit rates of talking via differential reinforcement procedures. Two men exhibiting verbal disorders severe enough to impair social interactions and lead to possible nursing home placement were treated by teaching their spouses to reinforce positive and ignore undesired verbal responses. Problem behaviors were reduced sufficiently to permit continued home care, and alternative positive behaviors were increased. These findings suggest that verbal behavior of the mentally impaired elderly can be affected by applying systematic consequences and can be modified by relatively simple procedures. These procedures provide an alternative to the negative effects of labels associated with either aversive or deficient verbal behaviors, promote more positive activities, and enable continued residence at home. Further, this research provides support for the generality of the utility of training spouses to serve as behavior therapists for the impaired elderly.

Aged↗
PubMedDate not supplied

[Different verbal behavior in children with attention deficit between 7 and 12 years of age].

INTRODUCTION: According to factor brain organization of cognition model, it has been proposed that there are specific a shared underlie factors in the structure of each cognitive functions. OBJECTIVE: To determine if children with attention deficit disorder (ADD) have different verbal abilities than controls, and if verbal behaviors are related to inattention and hyperactive symptoms. PATIENTS AND METHODS: 32 children with attention deficit without hyperactivity (ADD/-H), 28 children with attention deficit hyperactivity (ADD/+H), according to DSM-IV criteria and higher than 60-T-Score on an ADHD checklist, and 32 control children were selected. Age, sex, school achievement, and socioeconomic status were controlled. All children had a WISC-R performance intelligence quotient (PIQ) > 80 and were 7-to-12-year old. Verbal test to assess comprehension, inferences, narrative, fluency, analogies and rapid naming were applied. RESULTS: Children from both ADD groups obtained significant lower WISC-R verbal intelligence quotient (VIQ), PIQ, full scale IQ (FSIQ), and phonologic fluency score than controls (ANOVA-Bonferroni's correction p < 0.005). ADD/+H children performed significant lower than controls in narrative and analogies (p < 0.005). An analysis of covariance (ANCOVA), using FSIQ as covariable, showed that phonologic verbal fluency continued presenting significant differences between control and ADD children. Inattention-hyperactivity checklist scores had significant inverse and mild correlations with inferences, items recalled in a narrative, phonologic verbal fluency, and analogies (r > -0.20, p < 0.05). There were significant and small correlations between inattention score and rapid naming errors, and between Inattention and rapid naming time (r > 0.20, p < 0.05). CONCLUSION: Our data found different verbal production, fluency and speed in ADD/+H and ADD/-H children. There were shared underlie relations between verbal abilities and behavioral symptoms.

Attention Deficit Disorder with Hyperactivity↗
PubMed1985

The role of verbal behavior in human learning: II. Developmental differences.

When children in four different age ranges operated a response device, reinforcers were presented according to fixed-interval schedules ranging in value from 10 to 70 seconds. Only the behavior of the subjects in the youngest of the four groups, the preverbal infants, resembled that of other animal species. The children in age ranges 5 to 6(1/2) and 7(1/2) to 9 years exhibited either the low-rate or high-rate response patterns typical of human adults. Those who showed the low-rate pattern reported a time-based formulation of the contingencies and some of them were observed to occasionally count out the interval before responding. The performance of children aged 2(1/2) to 4 years differed from that of both infants and older children, though containing some patterning elements similar to those produced by the older and younger subjects. The predominant response pattern of the infants consisted of a pause after reinforcement followed by an accelerated rate of responding that terminated when the next reinforcer was delivered. Analysis of postreinforcement-pause duration and response rate showed that infant performance, but not that of the older children, consistently exhibited the same kinds of schedule sensitivity observed in animal behavior. The evidence supports the suggestion that the development of verbal behavior greatly alters human operant performance and may account for many of the differences found between human and animal learning.

Journal Article↗
PubMed1992

Prediction of relapse of schizophrenic patients: Camberwell Family Interview versus content analysis of verbal behavior.

In a replication of the study by Gottschalk et al. (1988), expressed emotion scores derived from the Camberwell Family Interview were compared with Anxiety and Overt Hostility Outward scores from a content analysis of verbal behavior based on a 10-minute speech sample from parents of 49 German schizophrenic inpatients. The scores from the two methods were significantly correlated, but only expressed emotion scores predicted relapse during a 12-month followup. Scores from the Gottschalk-Gleser content analysis did not exceed chance level in prediction of relapse.

Adult↗
PubMed2001

The benefits of Skinner's analysis of verbal behavior for children with autism.

Behavior analysis has already contributed substantially to the treatment of children with autism, and further gains can result from more use of Skinner's analysis of language in Verbal Behavior (1957) and in the resulting conceptual and experimental work. The approach emphasizes a unit of analysis consisting of the relations between behavior, motivative and discriminative variables, and consequences. Skinner identifies seven types of verbal operants--echoic, mand, tact, intraverbal, textual, transcriptive, and copying a text--which function as components of more advanced forms of language. This approach focuses on the development of each verbal operant (rather than on words and their meanings) and on the independent training of speaker and listener repertoires. Five more specific contributions are described that relate to the importance of (a) an effective language assessment, (b) mand training in early intervention, (c) establishing operations, (d) an intraverbal repertoire, and (e) automatic reinforcement.

Autistic Disorder↗
PubMed1977

Effects of antidepressive program on verbal behavior.

At time of admission 50 hospitalized male patients assigned to one of two groups judged as depressed and nondepressed completed one form of the Depression Adjective Check List (DACL). Depressed patients were placed in a highly specific treatment regime: Antidepressive program (adp), which required display of assertive behavior for termination of treatment. After removal from the program ADP patients received an alternate form of the DACL, and 2 weeks postadmission all patients completed a third form of testing. Significant decrease in number of dysphoric mood items selected posttreatment was found for the ADP group as compared with nondepressed patients. Lower depression scores were obtained after ADP across the period studied. Length of time in ADP was related negatively to initial depression scores. Results are interpreted in terms of reinforcement contingencies that sustain depressive verbal behavior.

Adjustment Disorders↗
PubMedDate not supplied

Analysis of verbal behavior between physicians and geriatric patients.

This study was designed to analyze communication patterns between older patients and physicians by an in-depth examination of linguistic aspects of the interactions, including utterance form, process, and content variables. Sixteen family medicine residents were videotaped individually interviewing one of four simulated female patients. Verbal behavior was analyzed in detail using categories from linguistic studies. Residents were divided into High and Low Information groups. Significant differences in interviewing style were found between groups in categories of: Closed (High = 62.25, Low = 35.88), Compound (High = 11.63, Low = 2.00), and Reflective (High = 20.13, Low = 10.13) Questions; Direct (High = 33.50, Low = 25.00) and Positive (High = 9.25, Low = 3.88) Answers; Added Information (High = 15.75; Low = 9.38); Listener Responses (High = 57.38, Low = 41.50); and Appropriate Turn-Taking (High = 66.63, Low = 48.38). There seems to be a clear difference between what is taught in medical schools about interviewing and the interviewing techniques used by residents in the actual practice of medicine. High information doctors combined a style of closed and combined questions with considerable facilitation and respect for the patient.

Aged↗
PubMed2003

Effect of two different videotaped instructional models on motor and verbal behaviors of adults' lifting: a pilot study.

This study examined two different videotaped instructional models on subsequent motor and verbal behaviors of adults (N=9) learning how to lift properly. The correct model group viewed a narrated videotape of a skilled individual demonstrating lifting; the learning model group viewed a videotape of an unskilled individual being taught lifting by an instructor, and the controls received no intervention. Adults lifted from floor to waist a plastic crate during 15 acquisition and 3 retention trials and lowered the crate from waist to floor during 3 transfer trials. Learning and correct model motor performances were similar yet higher than those of controls during acquisition and transfer trials. Verbal reports indicated learning, and correct models generated more extensive and associated mechanical concepts than controls yet rarely monitored such concepts during performance. A single presentation of videotapes of proper lifting using either correct or learning models is effective in enhancing motor performance and proper lifting knowledge.

Adolescent↗
PubMed1992

The measurement of quality of life through the content analysis of verbal behavior.

The 'quality of life' is a construct which many researchers are attempting to measure by means of self-rating procedures and by ratings from external observers. Another method of measuring this construct includes features of both the self-report method and the external observer rating method, and by doing so it minimizes some of the measurement errors inherent in the separate methods; this third method involves the content analysis of verbal behavior. This latter method preserves the reliability and validity of the scales that have been developed and tested for content analysis, while preserving the meanings intended by the subjects who are being assessed on this dimension, which meanings are often obscured or lost through self-report and ratings scales. A group of Content Scales especially applicable to assess the quality of life are reviewed and examples of their applicability are given. A discussion is provided dealing with special problems involving the assessment of this dimension, including cross-cultural issues and other factors that need consideration with respect to generalizability of the findings.

Communication↗
PubMed2004

Therapist verbal behavior early in treatment: relation to successful completion of parent-child interaction therapy.

We examined the role of specific therapist verbal behaviors in predicting successful completion of Parent-Child Interaction Therapy (PCIT) in 22 families, including 11 families that successfully completed treatment and 11 that discontinued treatment prematurely. The children were 3 to 6 years old and diagnosed with oppositional defiant disorder (ODD). Chamberlain et al.'s (1986) Therapy Process Code (TPC) was used to measure therapist verbalizations during therapist-parent interactions during the initial clinical interview and the second treatment session. Results indicated that therapists' use of the categories Question, Facilitate, and Support during these sessions accurately predicted treatment dropout versus completion for 73% of families. Findings suggest that the early therapist-parent relationship in PCIT may be critical to successful treatment completion.

Adult↗
PubMed1983

The role of verbal behavior in human learning: infant performance on fixed-interval schedules.

The performances of two infants less than one year old were investigated on fixed-interval schedules. When the infants touched a cylinder either music or food was presented according to fixed-interval schedules ranging in value from 10 to 50 seconds. With respect to two principal criteria, namely, pattern of responding and sensitivity to the schedule parameter, the subjects' behavior closely resembled that of animals but differed markedly from that of older children and adults. Negatively accelerated responding in the course of the fixed interval in the early sessions gave way to a scalloped pattern, consisting of a pause after reinforcement followed by an accelerated response rate. This scalloped pattern was the final form of responding on all schedule values. Analysis of data after performance had stabilized showed that postreinforcement pause was a negatively accelerated increasing function, and running rate (calculated after excluding the postreinforcement pause) was a declining function, of schedule value. On each schedule, the durations of mean successive interresponse times declined in the course of the fixed interval and were directly related to schedule value. The results supported Lowe's (1979) suggestion that verbal behavior may be responsible for major differences in the schedule performance of older humans and animals.

Age Factors↗