Increasing compliance to a medical regimen with a juvenile diabetic

Lowe, Kathleen; Lutzker, John R.

doi:10.1016/s0005-7894(79)80009-x

Cited by 79 publications

(21 citation statements)

References 12 publications

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“…A utilization analysis of newly developed technology should also evaluate those alternate scenarios likely to be followed during realistic implementation of instructional methods (Lowe & Lutzker, 1979). Ideally, the necessity of the chosen intervention should be established by asking if all of the procedures in the recommended program are necessary for equally effective modification of behaviors.…”

mentioning

confidence: 99%

Utilization Analysis of a Pedestrian Safety Training Program

Yeaton

Bailey

1983

J of App Behav Analysis

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A previously developed and analyzed pedestrian safety training program was used to teach appropriate street-crossing behaviors to kindergarteners and first graders. Adult crossing guards were trained to provide pedestrian safety instruction. Trained observers monitored the quality of instructions given by crossing guards and the pedestrian behavior of young children as they crossed the street. A multiple-baseline analysis of the effects of two training programs indicated that guards were able to deliver the pedestrian safety program to several groups of children with a high degree of competence after receiving a single videotape and role playing training session. Furthermore, children's level of appropriate street crossing increased contemporaneous to the change in guard behavior both on the street where training was delivered and on a second street where no training was previously delivered. Utilization analysis of the guard training program indicated that one cannot expect to produce consistently high levels of street-crossing behavior by implementing only the "show and tell" portions of the training package. Similarly, results suggested that one is unlikely to produce consistently high quality guard training behavior by only giving written instructions describing how pedestrian training should be administered.

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mentioning

confidence: 99%

Utilization Analysis of a Pedestrian Safety Training Program

Yeaton

Bailey

1983

J of App Behav Analysis

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“…For example, contingency management has been used to reinforce adherence to prescription and non-prescription medication protocols, such as the complicated HIV antiretroviral protocol (Rosen, Dieckhaus, McMahon, Valdes, Petry, Cramer, Rounsaville, 2007; Sorenson, Haug, Delucchi, Gruber, Kletter, Batki, Tulskey, Barnett, Hall, 2007) and nicotine replacement therapy for smoking cessation (Hanson, Allen, Jensen, Hatsukami, 2003; Mooney, Babb, Jensen, Hatsukami, 2005). Furthermore, contingency management has also been applied to behavior associated with promoting general health, such as increasing engagement in exercise regimens (Epstein, McKenzie, Valoski, Klein, Wing, 1994; Dapcich-Miura and Hovell, 1979), facilitating adherence with prescribed diets (Epstein et al, 1994; Dapcich-Miura and Hovell, 1979), encouraging behavior necessary to control diabetes (Duvinsky, Jacobs, Foy, 1987; Lowe and Lutzker, 1979), and establishing consistent monitoring of lung capacity by asthmatic children and adolescents (Burkhart, Rayens, Oakley, Abshire, and Zhang, 2007). In many of the studies mentioned, the contingencies were either applied to self-reports (Lowe and Lutzker, 1979; Mooney et al, 2005), by-products of the behavior (e.g., chewed pieces of nicotine gum; Mooney et al, 2005), or continuous monitoring via inpatient housing (Dapcich-Miura and Hovell, 1979; Duvinsky, Jacobs, and Foy, 1987).…”

Section: Applications To Other Behaviormentioning

confidence: 99%

“…Furthermore, contingency management has also been applied to behavior associated with promoting general health, such as increasing engagement in exercise regimens (Epstein, McKenzie, Valoski, Klein, Wing, 1994; Dapcich-Miura and Hovell, 1979), facilitating adherence with prescribed diets (Epstein et al, 1994; Dapcich-Miura and Hovell, 1979), encouraging behavior necessary to control diabetes (Duvinsky, Jacobs, Foy, 1987; Lowe and Lutzker, 1979), and establishing consistent monitoring of lung capacity by asthmatic children and adolescents (Burkhart, Rayens, Oakley, Abshire, and Zhang, 2007). In many of the studies mentioned, the contingencies were either applied to self-reports (Lowe and Lutzker, 1979; Mooney et al, 2005), by-products of the behavior (e.g., chewed pieces of nicotine gum; Mooney et al, 2005), or continuous monitoring via inpatient housing (Dapcich-Miura and Hovell, 1979; Duvinsky, Jacobs, and Foy, 1987). In a few cases the contingencies were applied to information collected on automated devices that the participant took home (e.g., a pill container that tracked the date and time it was opened, Rosen et al, 2007, Sorenson et al, 2007; an electronic peak flow meter, Burkhart et al, 2007).…”

Section: Applications To Other Behaviormentioning

confidence: 99%

Contingency Management in the 21st Century: Technological Innovations to Promote Smoking Cessation

Dallery

Raiff

2010

Substance Use & Misuse

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Information technology represents an excellent medium to deliver contingencies of reinforcement to change behavior. Recently, we have linked the Internet with a science-based, behavioral treatment for cigarette smoking: abstinence reinforcement therapy. Under abstinence reinforcement interventions, incentives are provided for objective evidence of abstinence. Several studies suggest that the intervention is effective in initiating abstinence. The intervention addresses limitations (access, cost, sustainability, dissemination potential) inherent in traditional abstinence reinforcement delivery models. It can also be applied to vulnerable, at-risk populations, and to other behavior to promote health. Information technologies offer unprecedented and rapidly expanding opportunities to facilitate behavior change.

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“…Many programs for enhancing medical adherence make use of reinforcing consequences and operant conditioning procedures. [23][24][25] Learning also occurs by means of cognitive-symbolic processes. These include attentional and encoding mechanisms, expectations, and the person's capacity to change as a result of vicarious experiences.…”

Section: Social Learning Theorymentioning

confidence: 99%