An Analysis of a Selection Interview Training Package for Predeunquents At Achievement Place

Braukmann, Curtis J.; Fixsen, Dean L.; Phillips, Elery L.; Wolf, Montrose M.; Maloney, Dennis M

doi:10.1177/009385487400100105

Cited by 34 publications

(27 citation statements)

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“…In common with other studies with young offenders, the behavioral techniques produced changes on behavioral indices (Braukmann et al, 1974;McGurk & Newell, 1981;Ollendick & Hersen, 1979;Spence & Marzillier, 1979, 1981. While raters appeared not to use the rating scale in a selective manner, it was a validation of the behavioral techniques that both behavioral training groups -SST and CBM-showed improvement on the behavioral indices.…”

Section: Discussionsupporting

confidence: 61%

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Social skills training with young offenders in a borstal: An evaluative study

Hollin

Huff²,

Clarkson

1986

J. Community Psychol.

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An empirical study of the efficacy of social skills training (SST) with young male offenders in custody was conducted. Two forms of SST, a traditional approach and one with some elements of cognitive behavior modification, were compared with attention‐placebo controls (unstructured discussion), a no‐training group drawn from those judged suitable for SST, and an unreferred control group drawn from the remainder of the borstal population. A variety of pre‐ and post‐training measures were taken, including a wide range of personality measures, staff ratings of institutional behavior, frequency of institutional discipline reports, and ratings of role‐play performance. The two behavioral training groups improved significantly on the behavioral role‐play assessment, while the controls did not. Institutional discipline reports also improved for the two behavioral training groups, although a similar improvement also was found for the attention‐placebo controls. No other measures differentiated between the experimental groups; nor could any distinctions be drawn between the two forms of behavioral training on any measures. It is suggested that the improvement in behavioral ratings may have been a function of familiarity with role‐play, and, therefore, the only positive training effect — improvement in institutional discipline — can be attributed to an attention component. A number of explanations are offered for the lack of generalization of the training effects: It is further suggested that the cognitive training may have been particularly sensitive to a number of inhibiting factors. Finally, several suggestions for future experimentation and training strategies are made.

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Section: Discussionsupporting

confidence: 61%

“…Most studies report positive changes on specific behavioral indices, such as eye contact and posture (Braukmann, Fixsen, Maloney, Phillips, & Wolf, 1974;Gross, Brigham, Hopper, & Bologna, 1980;McGurk & Newell, 1981;Ollendick & Hersen, 1979;Spence & Marzillier, 1979, 1981.…”

mentioning

confidence: 99%

Social skills training with young offenders in a borstal: An evaluative study

Hollin

Huff²,

Clarkson

1986

J. Community Psychol.

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“…In addition, social skill training has been conducted with such diverse client populations as chronic schizophrenics (Bellack, Hersen, & Turner, 1976), mentally retarded adults (Hall, Sheldon-Wildgen, & Sherman, 1980), predelinquents (Braukmann, Maloney, Fixsen, Phillips, & Wolf, 1974), psychiatric patients (Furman, Geller, Simon, & Kelly, 1979), and the economically disadvantaged (Barbee & Keil, 1973). However, little information is available on the effects of training social skills to learning disabled adolescents (~leyen & Deshler, 1978) or on the training of social skills that might be functional in everyday employment situations.…”

Section: Teaching Job-related Social Skills To Learning Disabled Adolmentioning

confidence: 99%

Teaching job-related social skills to learning disabled adolescents

Whang

Fawcett

Mathews

1984

Analysis and Intervention in Developmental Disabilities

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“…The Fisher Z transformation yielded a coefficient of r -0.61. (Phillips, Phillips, Fixsen, and Wolf, 1974). One major goal of Achievement Place for Girls is teaching social-interaction behaviors that the community views as being important for successful relationships.…”

Section: Social Validationmentioning

confidence: 99%

THE SOCIAL VALIDATION AND TRAINING OF CONVERSATIONAL SKILLS¹

Minkin

Braukmann

Minkin

et al. 1976

J of App Behav Analysis

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189

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Three reliably measured components of conversation-questioning, providing positive feedback, and proportion of time spent talking-were identified and validated as to their social importance. The social validity of the three conversational behaviors was established with five female university students and five female junior-high students. Each was videotaped in conversations with previously unknown adults. The conversational ability of each girl was evaluated by a group of 13 adult judges who viewed each tape and rated each conversant "poor" to "excellent" on a seven-point rating scale. The average ratings of the girls correlated at r = 0.85 with the specified behavioral measures. These procedures were replicated with additional subjects and judges and yielded a correlation of r = 0.84. The high correlations between ratings and the objective measures suggested that the specified conversational behaviors were socially important aspects of conversational ability. Employing a multiple-baseline design across the behaviors of asking questions and providing positive feedback, an attempt was made to train four girls who used these behaviors minimally to engage in the behaviors in conversations with adults. Adult judges were again employed to rate randomly selected samples of the girls' skills in pre-and posttraining conversations. The average ratings of the girls before training were lower than both the university girls and the junior high-school girls. After training, the girls' conversational abilities were rated substantially higher than those of their junior high-school peers. These rating data validated the benefits of the training and the social importance of the behavioral components of questions and feedback in conversation. The authors suggest that it may be necessary for traditional behavior analysis measurement systems to be supplemented by social-validation procedures in order to establish the relationship between "objectively" measured behaviors and complex classes of behavior of interest to society.

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An Analysis of a Selection Interview Training Package for Predeunquents At Achievement Place

Cited by 34 publications

References 0 publications

Social skills training with young offenders in a borstal: An evaluative study

Social skills training with young offenders in a borstal: An evaluative study

Teaching job-related social skills to learning disabled adolescents

THE SOCIAL VALIDATION AND TRAINING OF CONVERSATIONAL SKILLS¹

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An Analysis of a Selection Interview Training Package for Predeunquents At Achievement Place

Cited by 34 publications

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Social skills training with young offenders in a borstal: An evaluative study

Social skills training with young offenders in a borstal: An evaluative study

Teaching job-related social skills to learning disabled adolescents

THE SOCIAL VALIDATION AND TRAINING OF CONVERSATIONAL SKILLS1

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THE SOCIAL VALIDATION AND TRAINING OF CONVERSATIONAL SKILLS¹