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Results for “Verbal Behavior”

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PubMed1993

Conversational roles of children with developmental delays and their mothers in natural and semi-structured situations.

The pragmatic characteristics of conversations between mothers and their preschool children with developmental delays were examined in both naturally occurring and researcher-introduced semi-structured situations in the home, using a spot observation time-sampling technique. There were significant differences between natural and semi-structured situations in the proportions of conversational turns taken and in the pragmatic functions of utterances of mother and children with developmental delays. The type of activity occurring within the structured and natural situations also appeared to influence the nature of the interaction. Results were discussed in terms of the differential goals and interpretations of their conversational roles that mothers of children with developmental delays hold in researcher-introduced versus everyday interaction.

Adult↗
PubMed1977

Effects of chlordiazepoxide and oxazepam administration on verbal hostility.

We compare the effects of chlordiazepoxide, oxazepam, and placebo on hostility, as both an inner motivational or potential state and verbal interpersonal behavior. This article reports the findings relevant to the latter dimension of hostility and integrates them with those findings, presented in an initial report, relevant to hostility as an inner motivational state. The verbal data again support the hypothesis that chlordiazepoxide-induced increases in verbal interpersonal hostility, following frustration, are greater than those associated with placebo. With regard to oxazepam, the verbal hostility data were consonant with the motivational data that suggested that oxazepam does not substantially disinhibit hostility but did not as consistently differentiate oxazepam and chlordiazepoxide at the level of overt hostile behavior.

Adult↗
PubMed1983

Increasing verbal interaction among elderly socially isolated mentally retarded adults: a group language training procedure.

The present study examined the effectiveness of a group language training procedure for directly increasing and generalizing the rate of verbal interaction among four elderly, socially isolated, moderately mentally retarded men. A withdrawal of treatment design was used to examine the effect of the procedure that used verbal prompts. behavioral rehearsal, and contingent social praise. Changes in behavior were examined in two generalization settings, one similar to the training environment (Generalization I) and the other arranged as part of the subjects' daily routine (Generalization II). Baseline data indicated no verbal interaction among the subjects. During treatment the training procedure increased the rate of subjects' verbal interactions not only in the training situation, but also in the two generalization settings. An analysis of the data obtained during the Generalization II situation indicated that subjects' verbal interaction increased not only among themselves, but with nonsubject peers present in this setting. Follow-up data showed that increases in rates of verbal interaction were maintained four months after the cessation of training. The implications of the results for program generalization and work with the language deficient individual is discussed.

Behavior Therapy↗
PubMed2003

The effects of relationship aversive female partner behavior on attributions and physiological reactivity of verbally aggressive and non-aggressive males.

The present study assessed the effects of aversive female partner behavior on cognitive attributions and physiological reactivity in verbally aggressive and non-aggressive college males (N = 39). Participants were presented four audiotaped vignettes which depicted hypothetical dating situations in which the female's behavior was relationship aversive or non-relationship aversive. Participants' physiological reactivity (i.e., systolic blood pressure, diastolic blood pressure, and heart rate) was obtained before and after hearing each vignette. Attributional responses were obtained following the presentation of all vignettes. Relationship aversive partner behavior was expected to produce greater increases in attributional and physiological reactivity than non-relationship aversive partner behavior. Additionally, verbally aggressive males were expected to demonstrate greater negative intent and responsibility attributions and evidence greater physiological reactivity for situations involving relationship aversive partner behavior than were non-aggressive males.As hypothesized, results showed that relationship aversive partner behavior produced greater increases in systolic and diastolic blood pressure than did non-relationship aversive partner behavior. Results also showed that verbally aggressive males evidenced significantly greater negative attributions to relationship aversive partner behavior than did non-aggressive males. The potential interaction between physiological reactivity and attributions in explaining males' verbally aggressive behavior toward their female partners is discussed.

Adolescent↗
PubMedDate not supplied

The nonverbal language of the health educator.

Communication in the classroom is often a problem for both students and teachers. Previous research has shown that non-verbal teaching behavior can have a profound effect on students when mixed with verbalization and may serve as a major source of confusion. Misinterpretation is common and in the area of health education may foster the development of negative health attitudes. Health education is a shared experience of students and their teacher, one which should be comfortable and supportive. It is the educators responsibility to develop teaching behaviors that are encouraging, inspiring, and comfortable. This can be accomplished by using a variety of techniques requiring a minimum of time, equipment and energy. The purpose of this article is to demonstrate the need for cognizance of personal teaching behaviors and to suggest methods to evaluate these behaviors.

Communication↗
PubMed1985

Behavioral covariation in the treatment of delusional verbalization with contingency management.

A 23-year-old female with the dual diagnosis of mild mental retardation and emotional disturbance was referred for treatment because of frequent disruptive outbursts. A brief inpatient behavior analysis suggested that delusional verbalization reliably preceded all other aberrant behaviors. Consequently treatment focused mainly on delusional verbalization; the additional aberrant behaviors were observed for behavioral covariation. The treatment package consisted of verbal instructions, modeling of appropriate eating behaviors, contingent verbal reprimand and a 2-min removal of food, and differential reinforcement of other behaviors. The design was a multiple baseline across settings. Results indicate a marked decrease in delusional verbalization in all settings, and, a correlated decrease for disruption, screaming, and out-of-seat behaviors.

Adult↗
PubMed1993

Behavior therapy and the experimental analysis of behavior: contributions of the science of human behavior and radical behavioral philosophy.

It has been argued that clinical psychologists, including clinical behavior therapists, are not aware of or knowledgeable about advances being made in basic behavioral research (Marks, Behavioral Psychotherapy, 9, 137-154, 1981). The present paper addresses the arguments advanced by clinical and experimental psychologists that behavior therapy and cognitive-behavior therapy are moving away from their respective ties to the experimental operant laboratory. It is argued that there are many areas of mutual interest between basic behavioral and clinical research and application. Several major research programs of operant psychology are analyzed in order to demonstrate conclusively that advances in basic behavioral studies have relevance for application by clinical psychologists. Progress in the experimental fields of the quantitative law of effect (the matching law), operant/classical interactions, including behavioral momentum, modeling and verbal and rule-governed behavior are analyzed. Applications of these basic behavioral principles to clinical settings are also illustrated. It is concluded that the experimental analysis of behavior can add much to the continuing development of a scientifically-based clinical psychology, and that mutual interest research in both sub-disciplines of psychology will lead to a greater understanding of the causes and conditions of human behavior, as well as direct the ability of clinical psychologists to effect meaningful behavioral change.

Animals↗
PubMed1984

Teaching social/sexual skills to mentally retarded adults.

A social/sexual skills training program for institutionalized mentally retarded adults was evaluated. The target behaviors involved a verbal action or reaction within six skill areas and were taught using a commercially available table game, Sorry, and a specially designed card deck. The program featured response-specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. A multiple baseline across two groups (N = 3 per group) revealed that there were increases in all skill areas. Generalization occurred in individual and group tests conducted by a retarded peer. The program appears to be an effective method of training social/sexual skills because it produces effects that generalize.

Education of Persons with Intellectual Disabilitie↗
PubMed2006

Parental verbal abuse: culture-specific coping behavior of college students in the Philippines.

In a larger research study that investigated the conceptualizations, experiences, and coping behaviors of 294 male and female college students exposed to parental verbal abuse, this paper identifies and measures seven culture-specific coping behaviors in the Philippine setting, as experienced by 143 highly abused students identified in the study. Results indicated that both males and females coped essentially through silence. Neither used humor to relieve anxiety nor an intermediary to facilitate communication with the abusive parent. Multivariate analysis of variance suggested that while both experienced anger, females were more inclined than males to accept and tolerate verbal abuse, suppress feelings, and attempt to please the abusive parent. Female victims were disadvantaged due to: differentiated child-rearing expectations and practices; birth order; and the female victim's attitudes, affective reactions, and failure at meaningful communication with the abusive parent.

Adaptation, Psychological↗
PubMed1977

Parent Attitude Research Instrument (PARI): clinical vs. statistical inferences in understanding abusive mothers.

Attitudes toward child rearing and early experiences in childhood traditionally have been regarded as psychodynamic factors that influence adult behavior. The present study assessed the capacity of the Parent Attitude Research Instrument (PARI) to differentiate between court-identified abusive mothers and a control sample of nonabusive, well-baby clinic mothers of comparable socioeconomic status. While univariate t-tests showed statistical significance for 3 of the 23 PARI scales, more sophisticated and appropriate multivariate tests (Discriminant Function Analysis) demonstrated that the PARI correctly classified the experimental and control Ss only 65% of the time. It appears that the PARI alone should not be used to identify potentially abusive mothers. Even more important, the results caution and alert non-statistically informed clinicians and researchers to the pitfall of over-interpreting clinical data that are based on the more simple univariate tests of statistical significance.

Attitude↗
PubMed1997

A curvilinear trend in naming errors as a function of early vocabulary growth.

This research examines changes in word retrieval and naming during a developmental period in which there is a substantial increase in productive vocabulary. That increase generally occurs when children have between 50 to 150 words in productive vocabulary. We examined children's naming errors in two studies for what these errors could tell us about the emerging lexicon. The method we used for eliciting spontaneous naming was picture book reading by the parent. In Experiment 1, 12 children were followed longitudinally at three-week intervals from 15 to 22 months. Parent diaries were used as a measure of vocabulary growth. Experiment 2 used a cross-sectional design to compare the naming errors of 60 children assigned to one of three vocabulary ranges. Measures of vocabulary size were based on the MacArthur Communicative Development Inventory. In both experiments we found a sharp increase in naming errors in the picture book task that was coincident with sudden changes in productive vocabulary. These naming errors were often perseverative in nature and appear to reflect interference in the retrieval process from previously retrieved words. The results suggest that these errors in naming are a consequence of changes in lexical processing that occur with rapid growth of productive vocabulary and concurrent increased rates of speaking.

Analysis of Variance↗
PubMed1977

Patrons of massage parlors: some facts and figures.

A survey of 183 patrons of a massage parlor in Illinois indicated that the typical customer is a 35-year-old married white male from out of town with 13 years of education who is employed in a lower- or middle-class job and goes to church on Sunday. He reports having had a variety of heterosexual experiences in the past, has come to the parlor because of lack of sexual partner at this particular time or because of curiosity, will come to orgasm during the genital massage, and will find it sexually satisfying. He is likely to have high self-esteem, consider himself personally and sexually adjusted, consider his value system liberal, and to be somewhat sympathetic to the goals of the women's rights movement.

Adolescent↗
PubMed2007

Symbolic play in children with autism spectrum disorder.

The relationship between symbolic play and other domains, such as degree of autistic symptomatology, nonverbal cognitive ability, receptive language, expressive language, and social development, was investigated. The assessment files of 101 children with Autism Spectrum Disorder were studied. Nonverbal cognitive ability and expressive language were both significantly and uniquely related to symbolic play, although receptive language was not. Autistic symptomatology ceased to be significantly related to symbolic play when controlling for two or more other variables. Social development was related to symbolic play in those children with high nonverbal cognitive ability but not those with low nonverbal cognitive ability. The diagnostic and treatment implications of these results are discussed.

Autistic Disorder↗