The modification of childhood stuttering: Some response-response relationships

Wahler, Robert G.; Sperling, K.A.; Thomas, Monika; Teeter, N.C.; Luper, Harold L.

doi:10.1016/0022-0965(70)90028-7

Cited by 45 publications

(24 citation statements)

References 10 publications

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“…Although nocturnal enuresis is not particularly amenable to direct manipulation by contingent social reinforcement, there may be a means by which parents could indirectly control enuretic activity. Wahler, Sperling, Thomas, Teeter, and Luper (1970) reported the successful treatment of two moderate stutterers by controlling secondary response classes that were functionally related to stuttered speech. Stuttering is a response class with characteristics similar to enuresis.…”

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confidence: 99%

“…Stuttering is a response class with characteristics similar to enuresis. Most conspiciously, stuttering is not particularly responsive to treatment by reinforcement therapies (see Wahler et al, 1970). By modifying secondary response classes (in one case, oppositional behavior; in the other case, hyperactivity) that were responsive to social reinforcement contingencies, the therapists produced dramatic reductions in the frequency of stuttered speech.…”

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confidence: 99%

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The Modification of a Child's Enuresis: Some Response‐response Relationships

Nordquist

1971

J of App Behav Analysis

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The present study attempted to evaluate experimentally the relationship between two response classes, enuresis and oppositional behavior. One child who had a long history of bed-wetting was observed in his home setting. Parents' reports and initial observations confirmed that the child was oppositional much of the time. When a timeout operation and differential attention were presented, removed, and presented again, the frequency of oppositional behavior decreased, increased, and decreased accordingly. Fluctuations in enuretic activity also correlated with the presence and absence of the timeout and differential attention operations. The suppression of oppositional behavior and enuretic activity persisted over an 18-month treatment period. It was suggested that the parental operations performed on oppositional behavior may have led to an increase in the parents' social reward value. Cessation of enuretic activity was explained in terms of a shift in parental reinforcer effectiveness.Yates (1969) indicated that the conditioning method for treating childhood enuresis may not be as effective as was once thought. He recently compiled results from every study that selected an initial arrest criterion of six dry nights per week and provided follow-up data over a minimum period of six months. Taking these studies as a whole, Yates reports that only 53% of the cases were successfully treated by the conditioning method. Although he suggests that this figure might be somewhat higher if experimenters had more closely supervised parents in administration of the method, even the most careful instructions are no guarantee that mistakes will not be made in the home (Bostock and Shackelton, 1957).When initial symptom arrest has been achieved, it is not clear that the treatment effect will be sustained once the conditioning apparatus is removed. Lovibond (1964) reported that the relapse rate may be as high as 35 to 40% when follow-up extends to 2 yr or more. Turner and Young (1966) reported a similar relapse figure over a 3 to 5 yr follow-up period.

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The Modification of a Child's Enuresis: Some Response‐response Relationships

Nordquist

1971

J of App Behav Analysis

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“…In this series of experiments, the side effects of behavior modification procedures were mixed. Also, the forementioned studies of Risley (1968), Buell, et al, (1968), Lovaas and Simmons (1969), Wahler (1969), Wahler et al, ( 1970), and Barton et al ( 1970) found desirable "substitutions". Thus, the concept of symptom substitution is only partially correct.…”

Section: Resultsmentioning

confidence: 99%

SIDE EFFECTS OF EXTINCTION PROCEDURES IN A REMEDIAL PRESCHOOL¹

Sajwaj

Twardosz

Burke

1972

J of App Behav Analysis

107

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Several studies have shown that behavior modification procedures aimed at a single behavior may have effects on other, nonmanipulated behaviors. A young retarded boy engaged in excessive conversation with his preschool teacher. The teacher then began to ignore his initiated conversation during free-play periods, and it decreased. In addition, (1) social behavior relative to children increased, and (2) use of girls' toys decreased during free play. Also, (3) The initial behavior modification studies tended to select and quantify a single behavior of social concern. Operations were then performed that would increase or decrease that be--havior. Thus, Allen, Hart, Buell, Harris, and increased social interactions in a shy 4-yr-old girl by having the nursery school teacher praise her when she was playing with the other children. Frequently, a child will have multiple behaviors of remedial concern. Wolf, Risley, and Mees (1964) havior modification procedures to reduce tantrums, glasses throwing, and eating disturbances in an autistic child. Also, they increased wearing glasses and appropriate verbal behavior. If such multiple behaviors are simultaneously recorded, it is possible to operate only on a single behavior and to observe any effects this operation has on the nonmanipulated behaviors. If the rates of the nonmanipulated behaviors are affected, the observed behaviors can be said to exhibit covariation and the behavior modification procedures to have produced "side-effects".Sociologists have recognized behavioral covariation in the concept of role. Within a given role, certain categories of behavior are frequently observed together, with certain other behaviors notably absent. For example, the adolescent boy, who is acquiring the masculine role, is expected to learn several classes of behaviors that initiate and facilitate social contact with girls, such as dressing well, conversational skill, proper masculine posture, etc. At the same time, he is not expected to acquire much facility with domestic and feminine skills such as infant care, shy and passive social behavior, "modest" bodily move-163 1972, 5, 163-175 NUMBER 2 (SUMMER 1972)

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“…By 1970, Patterson's research on family dynamics had described how reciprocal patterns of family coercion lead to early childhood deviance (Patterson, 1974;Patterson & Reid, 1970). Wahler's research on mother-child interactions had shown that intervening on one child behavior can affect other child behaviors, as well as the mother's (Wahler, 1972;Wahler, Sperling, Thomas, Teeter, & Luper, 1970). And, in 1970, Risley established his Living Environments Group, which yielded a research program demonstrating how classrooms could be arranged to support broad-based changes in behavior; among the variables examined were facility design, equipment, and activity structure (see Krantz & Risley, 1977;Risley, 1977 (Wahler & Fox, 1982) and that ecosystems can, in part, be profitably analyzed as "setting events" , so as to yield an "interbehavioral" model of dysfunctional mother-child interactions (Wahler & Dumas, 1989).…”

Section: Recent Historymentioning

confidence: 98%