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Results for “Verbal Behavior”

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At least 1,369 records · Page 76Linked to original sources
PubMed1977

Assessing assertion in the elderly: an application of the behavioral-analytic model of competence.

This study developed a behavioral measure of assertiveness for older adults. The behavioral assessment device was developed by use of procedures outlined by Goldfried and D'Zurilla (1969) and Price and Bouffard (1974). Four assertion-appropriate situations for older adults were developed. The situations were administered to 33 Ss. Their responses were scored two ways, for overall assertion and content assertion. Generalizability of the device was examined. Reliability of judges' ratings (for assertion and content) was high, as was test-retest reliability. Assertion was shown to be situation-specific since estimated individual by situation uninerse variance was relatively hight. The assessment device showed significant concurrent validity, although the evidence for construct validity was minimal. Despite the rigorousness of the methods involved, the behavioral-analytic model of competence (Goldfried & D'Zurilla, 1969) has both theoretical and practical advantages in constructing other assessment devices for the elderly.

Aged↗
PubMed1975

Assessment of the psychosocial outcome after severe head injury.

Rehabilitation services for the severely brain injured are often inadequate and one of the chief factors responsible is undue emphasis on the contribution of physical disability with scant attention to the serious emotional and intellectual handicaps incurred. Weakness, spasticity and dysphasis tend to recover eventually to a variable extent but mental handicap is often the cause of serious and lasting disablement. For a determination of the outcome of severe brain injury in terms of its effect on daily living, the relation between physical disability, mental handicap and social reintegration has been assessed quantitatively. Three assessment scales have been constructed and used in a study of 58 severely brain damaged patients. This revealed that the duration of post-traumatic amnesia correlates highly with the degree of social, mental and physical disability incurred. Daily living was affected primarily by impairment of intellect and personality and, to a lesser extent, by physical incapacity, but only rarely by the developments of symptoms of mental illness. Using the Wechsler Adult Intelligence Scale, the time course of cognitive recovery was also assessed. Recovery curves and the relation of cognitive impairment to social and physical handicap will be demonstrated.

Adolescent↗
PubMed1977

An experimental analysis of peer social initiations on the behavior of withdrawn preschool children: some training and generalization effects.

In this study, positive social initiations by an age-peer was evaluated as an intervention for isolate preschool children in training and generalization sessions. During baseline, the confederate made few social approaches to the target subjects. The confederate greatly increased his rate of positive social initiations during the first intervention, decreased social approaches during a second baseline, and increased social approaches again in a second intervention phase. Increases in confederate initiations resulted in an immediate acceleration in the frequency of subjects' positive social behavior during training sessions. Additionally, for two of the three subjects, positive social behaviors were also observed to increase during generalization sessions. The results suggest that (a) peers may be trained successfully to set the occasion for positive social behaviors by withdrawn classmates, (b) increased social responding by withdrawn children in the presence of frequent peer social initiations may also generalize beyond the training setting, and (c) the magnitude of direct and generalization effects appears to be related to the entry-level repertoire of target children.

Behavior Therapy↗
PubMed1975

The comparison of antisocial and prosocial children on multicriterion measures at summer camp.

Eighty-four prosocial children and 14 children defined as antisocial according to various diagnostic measures utilized by the professional therapeutic community were compared as to incidences of prosocial, nonsocial, and antisocial behaviors exhibited at a summer camp. Additionally, the children and their group counselors completed various inventories posited to measure antisocial behavior. A time-sampling procedure used to secure behavioral measurements on the children each day, when possible, during 60-minute intervals for a 5-week period, revealed no significant differences on prosocial,nonsocial, and antisocial behavior. Self inventories provided data contradictory to the behavioral data. The results of the study are discussed in terms of the difficulties involved in operationalizing the concept of antisocial behavior and the possibility that the antisocial children may have been labeled.

Adolescent↗
PubMed1992

Communication abilities and Rett syndrome.

Investigated 6 girls with Rett syndrome (RS), ages between 2 and 13 years, to provide comprehensive descriptions of their communicative behaviors. Previous studies have not focused on communicative competence nor on the intentionality of the language used by children with RS. This study concluded that all members of the group investigated were at a preintentional level of communication. Intentional communication has previously been reported to develop in normally developing and intellectually disabled children attaining Piagetian Sensorimotor Stage V in Means-End behavior. The present study also investigated the cognitive performance of the group. We concluded that the preintentional level of communication noted was consistent with the subjects' profound intellectual disability. No Means-End (i.e., purposeful) behavior beyond Piagetian Sensorimotor Stage III could be elicited from the 6 girls. The relevance of this study for therapeutic intervention is discussed.

Adolescent↗
PubMed1976

Adult-child interaction analysis: methodology and case application.

A revised methodology for analyzing adult-child interactions incorporating the use of videotape is presented. Results obtained from the application of this methodology to a successfully treated case of prolonged subsistence on pureed foods demonstrate that it is valid and useful. Objective confirmation of previous subjective clinical impressions and judgments was provided, and previously unnoted behavioral characteristics of mother, child and therapist were revealed. The clinical, research, and training potential of this comprehensive yet unobtrusive methodology is discussed.

Behavior Therapy↗
PubMed1976

Acquisition of American sign language by a noncommunicating autistic child.

Experiments in the perception and language abilities of autistic children indicate that the children have auditory-visual association problems. These findings, combined with the findings that autistic communication is primarily gestural, led to the teaching of elements of American Sign Language to a 5-year-old nonverbal autistic boy. Results after 20 hours of training indicate that the child did acquire signs, that increasing signing led to increasing vocal speech, and that the child has rudimentary English syntax. The use of Ameslan signs spontaneously generalized to other situations and the training resulted in increased social interaction.

Autistic Disorder↗
PubMed1990

Naturalistic observations of spontaneous communication in autistic children.

Thirty children with autism were observed during their everyday school activities in order to examine patterns of spontaneous communication. The forms, functions, and targets of their communication were recorded by trained observers. The prototypical communicative event consisted of a child directing a motoric form of communication toward the teacher to request something or to attract attention to himself or herself. However, communication patterns were found to vary as a function of the child's cognitive level and severity of autism. Deficits in joint attention functions were observed, and were most striking in the subgroup of children who did not use speech. Results are discussed with reference to Wetherby's (1986) model for the development of communicative functions in autistic children.

Adolescent↗
PubMedDate not supplied

Assessing stimulability in toddlers.

This article describes the development and use of a novel, script-based stimulability task for toddlers. A detailed description of the task and procedures for administration is provided. The task assesses stimulability for fricatives, affricates, and liquids in isolation and single words through presentation of toys and objects in a script format during play. Three different levels of cueing are provided to elicit the desired sounds/words. Selected findings from examination of the performance of 10 toddlers with normal speech-language development and 10 with delayed development at an initial assessment and a 6-month reassessment are also described. Results suggest that stimulability testing may be successful with toddlers through the use of a scripted task and that they are more responsive to direct elicitations. Both groups added stimulable sounds; however, there was considerable individual variation with respect to specific sounds added and the addition of nonstimulable sounds as well. Stimulability testing is clinically useful as a dynamic assessment tool for toddlers because it may reveal information regarding a child's speech that is not obtainable with other measures and is also beneficial for individualized intervention planning.

Child, Preschool↗
PubMed1988

Social ecology of the workplace: employers' perceptions versus direct observation.

In this study, the social interactions of nonhandicapped employees in seven different competitive employment sites were observed directly using narrative recording procedures. The data were analyzed to determine if there was a correspondence between employers' expectations for social behaviors and those social behaviors directly observed. The results are discussed in relationship to the curriculum implications they have for transitioning youths and adults with handicaps into similar employment settings.

Adult↗
PubMed1995

Relations between social skills and ward behavior in chronic schizophrenia.

The relationship between social skills and ward behavior among chronic schizophrenia patients was investigated. Twenty-eight inpatients participated in an unstructured role play test and were rated by staff members on a number of indices of ward behavior (e.g., social interactions, inappropriate behavior). Overall, there was a relationship between social skill on the role play and social behavior on the ward. Speech clarity was the social skill most strongly related to ward behavior, even when controlling for symptomatology. However, several other social skill variables (e.g., gaze, affect) were not related to social adjustment. The results are discussed in terms of the validity of social skill assessments in patients with chronic schizophrenia, and their implications for psychosocial treatment of this population.

Adolescent↗