Successive Modification of Aggressive Behaviour and Aggressive Fantasy Play by Management of Contingencies

Sloane, Howard N.; Johnston, Margaret; Bijou, Sidney W.

doi:10.1111/j.1469-7610.1967.tb02196.x

Cited by 27 publications

(16 citation statements)

References 9 publications

(9 reference statements)

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“…crying behavior (Etzel and Gewirtz, 1967) and physically destructive behavior (Brown and Elliot. 1965;Sloane, Johnston and Bijou, 1968).…”

Section: Chapi'er II Review Of the Literaturementioning

confidence: 99%

The structuring of procedures utilized in an adult stuttering treatment program

Prichard¹

2000

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In recent years. operant conditioning techniques have been effectively used to modify ~ variety of behaviors. For the most part, . , the modification of stuttering behavior has relied solely on the use of punishment. The shaping of "fluencyll through differential rein. ' forcement has been reported as a behavioral approach for the treat ment of stuttering; however, the effectiveness of this technique in combination with other "teaching" tools, such as, modeling, instruc tion, and explanation has not been reported in the literature.The purpose of this study was to construct behavioral defini tions of terminology utilized in a stuttering treatment program at Portland State University to produce "self... monitored normal, fluent speech" and to structure the procedures of this program with regard to baseline, conditioning, and extinction in order to provide a base for further research leading to the standardization of procedures for this program.A 35 year old male was chosen as the subject for this study. AcknowLedgetnents and appreciation of their help and support is extended to: the judges who rated "severity of stuttering ll --Dr. Special gratitude is expres sed to Dr. Robert L. Casteel, my chairman, for suggesting this study; for the sharing of his ideas for, and approaches to, the correction of stuttering, without which this project would never have been initiated; for the giving of his time to question, discuss, criticize and praise my methods of approach to the treatment of stuttering; and for the guidanc~ and reassurance he gave me throughout this study.

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“…crying behavior (Etzel and Gewirtz, 1967) and physically destructive behavior (Brown and Elliot. 1965;Sloane, Johnston and Bijou, 1968).…”

Section: Chapi'er II Review Of the Literaturementioning

confidence: 99%

The structuring of procedures utilized in an adult stuttering treatment program

Prichard¹

2000

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“…Differential social reinforcement and the use of a timeout from reinforcement have been successfully used to change children's behaviors in a nursery school setting (Harris, Wolf, and Baer, 1964;Sloane, Johnston, and Bijou, in press). In Wahler, Winkel, Peterson, and Morrison's (1965) report of the use of social reinforcement to modify children's problem behavior, the children's mothers, rather than a nursery school teacher, served as therapists.…”

mentioning

confidence: 99%

MODIFICATION OF A CHILD'S PROBLEM BEHAVIORS IN THE HOME WITH THE MOTHER AS THERAPIST¹

Zeilberger¹,

Sampen²,

Sloane³

1968

J of App Behav Analysis

Self Cite

189

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Differential consequences were used to increase obedience and decrease aggressive behavior in a four-and-one-half year old boy. Treatment was conducted in the child's home by his mother.Traditional forms of child therapy attempt to modify problem behaviors by placing the child in an artificial environment where he interacts with a highly trained specialist. Treatment is usually based upon the assumption that deviant behaviors are symptoms of some underlying emotional disturbance, and treatment is designed to modify these hypothetical underlying causes. However, a learning theory approach suggests that both desirable and undesirable behaviors of the child are maintained by their effects upon the child's natural environment (Bijou and Sloane, 1966). If this is true, the most efficient way to modify deviant behavior may be to change the reactions of the natural milieu to that behavior.Differential social reinforcement and the use of a timeout from reinforcement have been successfully used to change children's behaviors in a nursery school setting (Harris, Wolf, and Baer, 1964; Sloane, Johnston, and Bijou, in press). In Wahler, Winkel, Peterson, and Morrison's (1965) report of the use of social reinforcement to modify children's problem behavior, the children's mothers, rather than a nursery school teacher, served as therapists. Under controlled laboratory conditions, each mother interacted with her child in specific ways on cue from the experimenter. Russo

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“…Another example of an aggressive child with poor social skills was reported by Sloane, Johnston, and Bijou (1967). The target behaviors for treatment of this 4½-year-old boy were related to his aggression.…”

Section: Increasing Peer Interactionmentioning

confidence: 93%

The Preschool: Setting for Applied Behavior Analysis Research

Essa

1978

Review of Educational Research

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The nursery school . . . is a school serving the needs of two-, three-, and four-year-old children in today's world by offering them experiences adapted to what is now known about growth needs of these age levels. It shares with parents the responsibility for promoting sound growth and learning in a period when growth is rapid and significant. Respect for the individual child and his needs is the basis for a good nursery school program.-Read, The Nursery School, p. 24-[There are] four functions of the teacher of young children: care-taking, providing emotional support and guidance, instructing, and facilitating. -Almy, The Early Childhood Educator at Work, p. 21-We in child development and early childhood education [have as] our goal.. .to develop optimum personal competence in all children. -Hildebrand, Guiding Young Children, p. 15-[T]he teacher must attempt to build an educational climate that enhances the children's development and whets their appetite for further learning. The milieu must also nourish and sustain emotional health, encourage physical growth and muscular prowess, foster satisfying social interactions, enhance creativity, develop language skills, and promote the development of mental ability. Moreover, this must all be garbed in an aura of happiness and affection in order to establish that basic feeling of well-being, which is essential to successful learning.

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Successive Modification of Aggressive Behaviour and Aggressive Fantasy Play by Management of Contingencies

Cited by 27 publications

References 9 publications

The structuring of procedures utilized in an adult stuttering treatment program

The structuring of procedures utilized in an adult stuttering treatment program

MODIFICATION OF A CHILD'S PROBLEM BEHAVIORS IN THE HOME WITH THE MOTHER AS THERAPIST¹

The Preschool: Setting for Applied Behavior Analysis Research

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Successive Modification of Aggressive Behaviour and Aggressive Fantasy Play by Management of Contingencies

Cited by 27 publications

References 9 publications

The structuring of procedures utilized in an adult stuttering treatment program

The structuring of procedures utilized in an adult stuttering treatment program

MODIFICATION OF A CHILD'S PROBLEM BEHAVIORS IN THE HOME WITH THE MOTHER AS THERAPIST1

The Preschool: Setting for Applied Behavior Analysis Research

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Product

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MODIFICATION OF A CHILD'S PROBLEM BEHAVIORS IN THE HOME WITH THE MOTHER AS THERAPIST¹