No abstract

A review of the literature indicates that methods of skill acquisition based on the operant paradigm have been scientifically validated with many motor behaviors. However, these procedures have been limited to the use of positive reinforcement for correct performance when applied to the acquisition of complex sports skills in natural settings. To find complementary procedures to enhance skill acquisition, a coaching method involving several behavioral techniques was developed that focused on remediation of errors. This coaching method combined the following components: (1) systematic use of verbal instructions and feedback, (2) positive and negative reinforcement, (3) positive practice, and (4) time out. Three sports, football, gymnastics, and tennis, were selected to determine the effectiveness and generality of this behavioral coaching method. A total of 23 male and female subjects, ranging in age from 11 to 35, was included in this study. Baseline data were first collected for each sport under standard coaching conditions. Next, the behavioral coaching method was evaluated depending on the sport in either a multiple baseline or a reversal design. The behavioral dimensions selected were blocking in football; backward walkovers, front hand springs, and reverse kips in gymnastics; and the forehand, backhand, and serve in tennis. Behavioral coaching was immediately effective in increasing the correct execution of complex skills in all three sports. Gains of up to 10 times the baseline performance were achieved in each sport. In football, behavioral coaching resulted in an increase in correct blocking performance from a baseline average of 5 % to 51.3 %. Gymnasts' performances increased from baseline averages of 2.7% to 52.6% across the three skills. In tennis, standard coaching produced an average of 69% correct performance which increased dramatically under behavioral coaching to 579% across the three strokes.

Data relating to the effects of structured versus unstructured interventions with three couples are presented and compared. Arguments are presented for the standard use of: 1) routine, pre‐ post‐intervention assessment, 2) laboratory procedures in the assessment and treatment of couples, and 3) paraprofessionals in intervention with couples. This report is part of a systematic program of research into the appropriate use of structured and unstructured intervention and into the optimal matching of client family and intervention approach.

The present study attempted to use behavioral treatment to eliminate the neurotic symptoms of a 5-year-old child. The child's symptoms were assessed on a pre- and post-treatment basis, and in addition, on going observations of the child's symptoms allowed daily evaluation of the treatment program. Behavior therapy focused on altering the current symptom-environment relationships experienced by the child. Follow-ups on the resolution of the child's problems were conducted two months and two years after behavior therapy and indicated that the child was systom free. Therapeutic attempts to resolve the historical conflicts of early childhood and to resolve the contemporary corflicts of current social interaction are discussed as viable but not mutually exclusive therapeutic strategies.