SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS<sup>1</sup>

Bornstein, Mitchell; Bellack, Alan S.; Hersen, Michel

doi:10.1901/jaba.1977.10-183

Cited by 218 publications

(100 citation statements)

References 44 publications

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“…Um exemplo de delineamento de linha de base múltipla entre comportamentos (figura adaptada de Bornstein, Bellack & Hersen, 1977). Cada quadro indica um comportamento e a linha pontilhada indica a introdução da variável independente.…”

Section: Delineamento De Linha De Base Múltiplaunclassified

Uma introdução aos delineamentos experimentais de sujeito único

Sampaio¹,

Azevedo²,

Cardoso³

et al. 2008

Inter. Psicol.

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RESUMOOs delineamentos de sujeito único constituem a abordagem experimental preferida por muitos pesquisadores do comportamento. Com o objetivo de introduzir o tema, discute-se o que é experimentação, definem-se variáveis independentes, dependentes e estranhas e apresentam-se as etapas de um experimento. A definição de delineamento experimental é detalhada, destacando-se suas duas estratégias mais difundidas: delineamentos entre-grupos (ou entre-sujeitos) e delineamentos de sujeito único (ou intra-sujeitos). A partir das diferenças básicas entre essas duas estratégias, apontamse as principais características dos delineamentos experimentais de sujeito único enfatizando a estratégia dos estados estáveis. Os delineamentos experimentais de sujeito único mais comumente utilizados são apresentados e exemplificados (delineamento de reversão, linha de base múltipla, mudança de critério, de sonda e de retirada), ressaltando suas possíveis vantagens e desvantagens. Por fim, são destacadas as diversas possibilidades de combinação de delineamentos. Palavras-chave: experimentação; delineamentos experimentais de sujeito único; delineamento de reversão; delineamento de linha de base múltipla; delineamento de mudança de critério. ABSTRACT An introduction to Single-Subject Experimental DesignsSingle-subject designs are the experimental designs of choice for many behavior researchers. The purpose of the present article is to present the basic features of single-subject designs. In order to do so, the related concepts of experimentation, independent, dependent, and extraneous variables and the stages that comprise an experiment are introduced. A definition of experimental design is presented and the two most common research strategies are described: group (or between-subjects) designs and single-subject designs. The basic differences between the two strategies are presented. The main characteristics of single-subject designs and the most common single-subject designs are presented with emphasis on the strategy of steady states. Reverse designs, multiple baseline designs, changing criterion designs, and probe designs are described, as well as their strengths and weaknesses. Finally, the possibility of mixed experimental designs is also discussed.

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Section: Delineamento De Linha De Base Múltiplaunclassified

Uma introdução aos delineamentos experimentais de sujeito único

Sampaio¹,

Azevedo²,

Cardoso³

et al. 2008

Inter. Psicol.

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“…Bornstein et al (1977) had 12 unassertive children defined as "passive, shy and conforming" referred by teachers at the university school. Of these, four were selected who appeared deficient in at least three "microskills" (eg poor eye contact, short speech duration, inaudible responses and inability to make requests) during baseline assessment.…”

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confidence: 99%

“…As yet, there is little evidence as to the specific implications for social skills training procedures with these two groups. Intuitively, it seems likely that while both groups would benefit from training in prosocial skills (e.g turntaking, conversation, listening) the isolated children are also likely to require assertiveness training such as that described in the example from Bornstein et al (1977) whilst rejected children and adolescent would benefit froii procedures designed to develop self-contrcl through cognitive means, using techniques such as those reported above in the study by Sarason and Sarason (1981). In any event, there are arguments for including sociometric ratings in the assessment procedure, as this provides valuable information about client difficulties which may inform the planning of the 56 training programme.…”

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confidence: 99%

“…In the preschool programmes, aimed at early intervention, as many as 50% of the age group in a school may be involved (e. g. O'Connor, 1972). Bornstein et al (1977), wishing to demonstrate the effectiveness of an assertiveness programme, selected children who were extremely unassertive on their own criteria and those of others. In general prevention measures are employed with younger children, whereas more extended treatment packages are conducted with older children;in their case the identification of social skills difficulty is likely to be more clear-cut, as in the study carried out by Verduyn et al(1990).…”

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confidence: 99%

“…In the mainstream of social skills training work with children, van Hasselt et al (1979) describe the following types of measure: sociometric questionnaire, teacher rating, interview, self-report inventories, socialcognitive tasks (for example role-taking (Feffer and Gourevitch, 1960), naturalistic observation (typically observation of social interaction rate) and role-play techniques (eg Bornstein et al, 1977) . Other authorities offer similar lists (Foster and Ritchie, 1979;Rinn and Narkle, 1979;Conger and Keane, 1981;French and Tyne, 1982).…”

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confidence: 99%

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Social skills training with young adolescents: group and individual approaches in a school setting

Bulkeley¹,

Cramer²

1994

Journal of Adolescence

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SynopsisThere has been relatively little research on social skills training with young adolescents. Yet adolescence is a key stage in the life cycle, and may well be important for the development of social skills. There is evidence that difficulty with the peer group early in life may be a risk factor for a range of personal problems at a later stage in the life cycle.The research programme sought to evaluate the use of group social skills training with young adolescents in a school setting, and to identify the most useful component.The research consisted of two experiments, each of which involved the provision of a social skills training programme for young adolescents of mixed gender within the school timetable.In the first experiment nine young adolescents aged 12-13 were identified as having social skills difficulty.The intervention took the form of a group programme of ten social skills training sessions with a strong individualised component. On measures of social competence and self-report significant gains were made which were maintained at six month follow-up.On a measure of sociometric status there was significant gain by the time of follow-up. A non-equivalent problem-free no-treatment control group (n = 10) of like age made no significant gains on any of the variables measured. There were significant differences between the control group and the treatment group in social competence and sociometric status prior to treatment, but none post treatment nor at follow-up. Using MANOVA a main 3 effect for time was found for the combined measures of social competence and self-report.In the second experiment 41 young adolescents aged 12-13 were allocated to an individualised training (IT) Group (n = 14), a standardised training (ST) Group (n = 13) and a no treatment control group (ii = 14). Therapist effects were controlled by crossing over therapists, so that equal numbers of each group were trained by each pair of therapists. The programme ran over 2 years. A group comparison design taken together with single case designs provided evidence for the effectiveness of the interventions and for the relative superiority of individua].ised training over standardised training. Dependent measures included a self-report questionnaire, a sociometric questionnaire, a behavioural interview schedule, a role-taking test, a social assertiveness test, and a clinical change rating. There was no main effect for type of problem (rejected vs neglected) nor for subject gender. Data relating to therapist performance suggested that therapist effects might make a substantial difference to outcome.It was concluded from the two experiments that the treatments were generally effective and able to produce generalisation, that the individualised approach worked rather better than the standardised approach, and that it was important to control for therapist effects. SOCIAL SKILLS TRAINING 'ITH YOUNG ADOLESCENTS Chapter OneBackground to the Studies 1. 2.3.4. 5.6. 7.8. 9.10. 11.12. 13.Title.The concept of social skills training.The social s...

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Behavioral assessment of peer interaction and social functioning in institutional and structured settings

Michelson

DiLorenzo

1981

J. Clin. Psychol.

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Observed 18 children in a short-term psychiatric facility over a 5-month period using a peer interaction coding system. The direct behavioral observation method was adapted and revised from existing scales to increase reliability and efficiency for use by institutional staff. Response codes included Ada tive Peer Interaction, Maladaptive Peer Interaction, Solitary Independent h a y , and Response to Staff. Reliability was assessed on 35% of the total coded intervals, which yielded an overall reliability coefficient of 94.3%. In addition, reliability coefficients were calculated for each individual component behavior, an extremely im ortant but often ignored statistic, and all yielded reliabilities greater than 908. Nonnative rates for children on the psychiatric unit also are presented, and discussion is provided concerning the application of this coding system in clinics, schools, and institutional settings.

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SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹

Cited by 218 publications

References 44 publications

Uma introdução aos delineamentos experimentais de sujeito único

Uma introdução aos delineamentos experimentais de sujeito único

Social skills training with young adolescents: group and individual approaches in a school setting

Behavioral assessment of peer interaction and social functioning in institutional and structured settings

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SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS1

Cited by 218 publications

References 44 publications

Uma introdução aos delineamentos experimentais de sujeito único

Uma introdução aos delineamentos experimentais de sujeito único

Social skills training with young adolescents: group and individual approaches in a school setting

Behavioral assessment of peer interaction and social functioning in institutional and structured settings

Contact Info

Product

Resources

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SOCIAL‐SKILLS TRAINING FOR UNASSERTIVE CHILDREN: A MULTIPLE‐BASELINE ANALYSIS¹