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Schizophrenic thought disorder. A psychological and organic interpretation.
It is suggested that schizophrenic thought disorder comprises four relatively independent components: delusion; intrinsic thinking disturbance; formal thought disorder; and deficient real-world knowledge--a new concept. Schizophrenic and neurotic control subjects were given tests of thinking, perception, appreciation of conversational discourse, and social and practical knowledge. Not all deluded schizophrenics had intrinsic thinking disturbance. Those that did tended to have overinclusive categorisation as the most apparent deficit. Formal thought disorder was associated with a poor performance on the test of conversational discourse. The most striking result was that 75% of schizophrenic patients were markedly deficient, relative to neurotic patients, on their knowledge of everyday social issues.
Psychiatric symptoms in adults with learning disability and challenging behaviour.
BACKGROUND: In people with learning disability one of the most frequent reasons for psychiatric referral is challenging behaviour. AIMS: To determine what proportion of people with challenging behaviour actually have psychiatric symptoms. METHOD: Using an instrument specifically designed for use by informants, a sample of 320 people with administratively defined learning disability, with and without challenging behaviour, was surveyed for the presence of psychiatric symptoms. RESULTS: Increasing severity of challenging behaviour was associated with increased prevalence of psychiatric symptoms, depression showing the most marked association. Anxiety symptoms were associated with the presence of self-injurious behaviour. CONCLUSIONS: There is clearly the potential for reducing challenging behaviour by improved identification and treatment of coexisting psychiatric disorders. The possibility of modifying diagnostic criteria for depression in people with learning disability, by including aspects of challenging behaviour, merits attention.
Application of a social skills training program in the modification of interpersonal deficits among retarded adults: a clinical replication.
Six mentally retarded adults, equally divided into two treatment groups, were provided with individualized social skills training programs. Treatment, evaluated via a multiple-baseline design strategy, was sequentially and cumulatively applied across target behaviors over a four-week intervention period. Behavioral observation probes and social validation measures served as the primary dependent variables. Results indicated that (a) treatment was effective for virtually all behaviors across all subjects, (b) improvements occurred for both training and generalization scenes, and (c) behavioral performance was maintained one month following the termination of treatment.
Teaching social language to moderately handicapped students.
Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors.
Functional assessment and noncontingent reinforcement in the treatment of disruptive vocalization in elderly dementia patients.
Noncontingent reinforcement (NCR) was used as an intervention with 2 elderly dementia patients who engaged in disruptive vocalization. Several assessment procedures, including functional analysis, were conducted to identify reinforcing stimuli for use in the NCR intervention. Functional analyses and the NCR intervention were implemented in each participant's natural environment. NCR was effective in reducing disruptive vocalizations.
Teaching relationship-building skills.
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Staffs' interpretation of the experience behind vocally disruptive behavior in severely demented patients and their feelings about it. An explorative study.
This study illuminates the experience behind the vocally disruptive behavior in demented patients and their caregivers' reactions to it. Because of the communicative disturbances of the patients, caregivers were asked to act as their vicarious informants. Projective identification, transference, and countertransference were supposed to take place between the patients and their caregivers. Thus, a psychological framework was used. Seventeen experienced caregivers were interviewed after listening to tape-recordings of two patients exhibiting vocally disruptive behavior. Analysis revealed that caregivers regarded anxiety as the most common experience behind the behavior. Seven categories of explanations were obtained: anxiety over abandonment, dissolution, loss of autonomy, threats to integrity, an expression of bodily needs, reactions to disturbing environment, and automatic behavior. Caregivers wished to understand and help but felt powerless and insufficient. The results stress the importance of finding ways of interpreting severely demented patients exhibiting vocally disruptive behavior. The importance of supervision to support the caregiver in the extremely burdensome situation is also elucidated.
Syntactic complexity of preschoolers' egocentric and socialized speech.
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Behavioral changes in children participating in a physical developmental clinic.
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Continuity between waking life and dreaming: are all waking activities reflected equally often in dreams?
The present study investigated the frequency of cognitive activities such as writing, reading, and using a computer in comparison to activities like walking or talking with friends. Analysis indicated that focused thinking activity occurs rarely in dreams. The findings, thus, are consistent with the theory which holds that dreams reflect emotional concerns of the dreamer.
Mutual gaze duration as a function of length of conversation in male-female dyads.
To assess the effects of familiarity on the duration of mutual gaze, and other measures of visual interaction, e.g., duration of unilateral gaze and discrepancy in duration between partners, 14 male-female dyads discussed unconditional positive regard for 8 min., after individually studying the topic for 10 min. Mutual gaze duration was significantly longer during the last 2 min. of the discussion than during the first 2 min. This suggests that, after some exposure at least, participants maintain longer durations of mutual gaze. Further, if the duration of mutual gaze is interpreted as a measure of intimacy, even a relatively short social interaction appears to increase the intimacy between two individuals of opposite sex. However, it is not clear whether these findings could be generalized to male-male and female-female dyads.
[The dynamics of autistic disorder in a thirteen-year-old boy--a case study].
This article presents the case of a thirteen-year-old boy suffering from autistic disorder. Special attention is paid to the occurrence of social and communicative deficiencies combined with cognitive disturbance which limit possibility of the autistic person to conduct a normal life. The inability to attain the coherence between various development aspects connected with different disharmonies is presented. There are distinctive disorders in respect to socialisation. The difficulties in understanding and anticipating the social environment complexity may disturb the dynamics of behaviour and release the tendency to social withdrawal, isolation and passiveness.
The private self and the professional self.
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An operant analysis of response interactions during meals with severely retarded girls.
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Newborn and preschooler: organization of behavior and relations between perioids.
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A behavior modification classroom for head start children with problem behaviors.
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Private speech: four studies and a review of theories.
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