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Results for “Verbal Behavior”

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At least 1,279 records · Page 71Linked to original sources
PubMed1977

Selected volunteer adolescents in adolescent group therapy.

Twenty-one adolescents had therapy in a group containing three volunteer adolescents over a period of ten months. Fifteen adolescents came to five sessions or more. A description of the group shows how many of the group members model their behavior and attitudes on those of the volunteers. It is suggested that using volunteers is a useful method of initiating and maintaining a group of adolescents.

Adjustment Disorders↗
PubMed1996

Validation and assessment of a conversational interaction intervention.

Multiple measures of social behavior were obtained in order to (a) evaluate the effects of a systematic replication of a conversational interaction intervention, (b) identify critical target behaviors, (c) select participants likely to benefit from intervention, and (d) assess the social and experimental validity of the intervention. Combined measures (e.g., performance screening, assessing students' goals, behavioral ratings) corroborated the decision to introduce multiple-exemplar, self-instructional training to 4 students with moderate mental retardation who were observed to have limited social interaction with their peers at school. Findings indicated that the procedure was effective at increasing empirical indicators of participants' generalized conversational interaction and that behavioral change was validated socially by ratings of peers and important others.

Humans↗
PubMedDate not supplied

Assessment of behavioral risk for coronary disease by voice characteristics.

Behavior characterization is increasingly used and studied in the pathogenesis and management of coronary disease. A specific behavior pattern called Type A has been found to be independently associated with fatal and nonfatal coronary disease. The assessment of Type A is made without quantitative guidelines based on verbal and nonverbal behaviors in a standardized interview. This study has attempted to make this classification solely on the basis of quantifiable verbal behaviors. Two naive persons were trained to code speech behaviors from tape recorded behavior pattern interviews on which Type A had previously been assessed. Intercoder and intracoder reliability was acceptable. Using regression analysis 87% of the interviews were classified in agreement with the previous, standard assessment. Volume of voice and speed of speech were found to make the greatest predictive contribution. Other verbal characteristics including plosiveness were also important. It is concluded that Type A can be validly and repeatably measured by verbal behaviors in the standardized interview.

Aggression↗
PubMed1996

Social skills training for young adolescents: cognitive and performance components.

An assertiveness training curriculum that was an expansion of two previous programs with young adolescents (Thompson, Bundy, & Broncheau, 1995; Wise, Bundy, Bundy, & Wise, 1991) was presented to 22 fifth graders. Cognitive acquisition and retention of the symbolic assertiveness information were measured with multiple-choice pre- and posttests used in the two prior programs. The performance components, including verbal (word choice) and non-verbal (body orientation, posture, and gestures) aspects of assertive behavior were measured in pretest and posttest role-play situations, with the posttest administered at two levels of motivation. When trained students were compared to control groups on the cognitive measures, a significant effect for treatment (p < or = .000); a significant effect for measures (p < or = .000); and a significant Treatment x Measures interaction (p < or = .000) were found. However, the results did not show that training facilitated assertiveness on the performance components. When trained and control subjects' performance scores were combined, a significant effect for measures was found across role-play tests on some of the performance measures. Discussion focuses on factors that facilitate adolescents' appropriate application of stored symbolic information regarding assertiveness. Suggestions are offered for designing programs aimed at developing adolescents' assertive behavior in ways that will generalize to their lives beyond the training context.

Adolescent↗
PubMed1979

A social ecology of hyperactive boys: medication effects in structured classroom environments.

Hyperactive boys on methylphenidate (Ritalin), hyperactive boys on placebo, and comparison boys were observed in quasi-naturalistic classroom settings. Ambient stimulation (quiet versus noisy conditions) and source of regulation (self-paced versus other-paced activities) were varied in a 2 x 2 design. Compared to their peers, hyperactive boys on placebo showed lower rates of task attention and higher rates of gross motor movement, regular and negative verbalization, noise-making, physical contact, social initiation, disruption, and acts that were perceived as energetic, inappropriate, or unexpected. Self-paced activities resulted in increased rates of verbalization, social initiation, and high-energy episodes. High ambient noise levels reduced task attention and increased the rates of many other behaviors including verbalization, physical contact, gross motor movement, and high-energy acts. Medication-by-situation interactions emerged for both classroom dimensions, with hyperactive boys on placebo being readily distinguishable from their peers under some classroom conditions and indistinguishable under other conditions. Moderate relationships were found between teacher ratings and many individual behavior categories. Discussion focused on (a) the merits and limitations of a social ecological research perspective, and (b) the implications of these findings for the design of intervention strategies.

Attention↗
PubMed2002

Development of a tool for assessment and care planning for dementia-related problem behaviors in home and community-based services programs: the Problem Behavior Inventory.

OBJECTIVE: To describe development, validity, and application of the Problem Behavior Inventory (PBI), a tool to assess dementia-related problem behaviors (DRPBs) in community-based populations. DATA SOURCES AND STUDY SETTING: Demographic, contact, and disease-specific data were extracted from client files from a Medicaid-funded home and community-based services program. Primary caregivers completed standard surveys relating to the care recipients' memory, mood, and behaviors. The client (care recipient) completed the Mini-Mental Status Exam (MMSE). STUDY DESIGN: Cognitively impaired clients, enrolled in the Community Care Services Program (CCSP) during a reference month, and their primary caregivers, were identified by CCSP case managers for participation in the study. Primary caregivers completed the Revised Memory and Behavior Problem Checklist (RMBPC). Clients screening positive for the presence of DRPBs based on caregiver responses to the RMBPC were then assessed using the Problem Behavior Inventory (PBI). PRINCIPLE FINDINGS: Within the CCSP sample, the most prevalent behavior was appearing sad or depressed (67%), while the most frequent behavior was seeking attention, occurring at least daily in 58% of the group. The most bothersome behaviors were being sexually inappropriate, wandering, and misbehaving in public. Examination by behavior category (physical, verbal, mood, etc.) revealed a strong relationship between level of bother and behavior frequency. Frequency of verbal behaviors was positively related to MMSE scores, whereas frequency of ADL-related behaviors was inversely related to MMSE scores. Bother scores were not associated with MMSE scores. CONCLUSIONS: This study documents that the PBI is a valid, useful, and feasible tool for assessing DRPBs in community populations. Case managers using the PBI can determine specific problem behavior areas among client populations and for individual clients and institute client-specific interventions to address each issue.

Aged↗
PubMed1976

Social-skills training to modify abusive verbal outbursts in adults.

Social-skills training was used to modify abusive verbal outbursts displayed by two adult psychiatric patients. Five target behaviors--looking, irrelevant comments, hostile comments, inappropriate requests, and appropriate requests were monitored during role-played situations. Social-skills training, consisting of behavior rehearsal with modelling, focused instructions, and feedback, was introduced in a multiple-baseline design across individuals. Training improved all target behaviors. The improved behavior generalized to: (1) novel scenes role-played with the original respondent, (2) training and novel scenes role-played with a different respondent, and (3) interpersonal situations on the hospital ward.

Adult↗