This study investigated the relative effectiveness of (1) modeling, (2) modeling plus behavior rehearsal, and (3) modeling, behavior rehearsal,_ and videotaped feedback in assertive training.. Twelve psychiatric outpatients were randomly assigned to three treatment groups, ,each of which received 5 hours of training. Four additional subjects served as a waiting .list control group. The dependent measures used were the Assertive Behavior Situation Test (ABST), a behavioral role-play test, and two additional paper and pencil measures (Constriction Scale and Fear of Negative Evaluation). Each of these measures was administered at pre- and post-test sessions. Split-plot 4.2 analyses of variance (Kirk, 1968) yielded a significant trial effect on both of the pencil and paper measures but not on the ABST. There were no significant group effects on any of the measures, nor were there any group X trial interactions. The implications of these results on previously reported assertive training research were briefly discussed.

No description available.

The mother of 1 grade school child and 2 sets of parents of 2 preschool children were trained in the home to use behavior modification techniques to reduce the undesirable behaviors of their children. Generalization from the home to the school setting was investigated. There was no support for or against changes in the homes generalizing to the classrooms. The mother of a 7-year-old girl with borderline intelligence used "time out" to curb the child's failure to follow instructions, tendency to be argumentative, and tendency to tantrum. The hyperactivity of a 41/2-year old girl was diminished. in part by changes in the parents' contingent behavior. A 4-year.-old boy's stubborn refusal to obey instructions h'as extinguished by "time out" and praise as positive reinforcement for desirable behavior. The behaviors were counted in 10 sec. intervals for 5 hrs. for each child at each measurement, baseline1, post instruction conditioning, baseline2, and post instruction-conditioning2 in the home and baseline1 and post instruction-conditioning1 in the school. Contingency reversible periods were included in the home to show a relationship between the use of behavior modification techniques and the changes in behavior.

No description available.

In order for the benefits of a behavior management skills training program to reach clients, caregivers must use the behavior management skills in the natural environment. The current study took place at a large residential facility for adults with disabilities, in which caregivers had received prior training in which they demonstrated behavior management skills and maintained those skills in contrived role plays. The current study represents a preliminary analysis of generalization of these skills in the natural environment; thus, a measurement system for when caregivers should demonstrate the tools was developed. The specific purpose of this study was to develop and evaluate a program to establish stimulus control over observers' measurement of appropriate behaviors. Researchers systematically developed and validated a measurement system of "good behaviors" that could be used across clients. The process of development and refinement of the measurement system is described. When the system was finalized, three observers' accuracy in using the system was assessed by comparing measured values to that of the code writer. Following feedback on individual instances of behavior, all observers scored the three target behaviors accurately. Ecological validity was assessed by surveying professionals at the facility and ecological validity results suggested a valid measurement system was developed.

No description available.

No description available.

No description available.

No description available.

No description available.