Behavioral treatment in the home: Effects on an untreated sibling and long-term follow-up

Lavigueur, Henry; Peterson, Richard B.; Sheese, Jan Gouse; Peterson, Linda Whitney

doi:10.1016/s0005-7894(73)80125-x

Cited by 25 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several researchers who have observed siblings' behaviour following treatment report that improvement occurs (Arnold et al, 1975;Lavigueur et al, 1973;Forehand et al, 1978). Forehand et al (1978) found that this improvement was partly related to the parents applying their 'new' management techniques to the siblings, but they also suggest that factors such as observational learning might be important in explaining improvement.…”

Section: Delivery Of Treatmentmentioning

confidence: 99%

Training Parents to Modify Conduct Problems in Their Children

McAuley¹

1982

Child Psychology Psychiatry

View full text Add to dashboard Cite

Section: Delivery Of Treatmentmentioning

confidence: 99%

Training Parents to Modify Conduct Problems in Their Children

McAuley¹

1982

Child Psychology Psychiatry

View full text Add to dashboard Cite

“…LeiteinVerg ^raZr (1977) reported some form of sibling conflict to occur within approximately 30-40% ofthe intervals in which sibling interaction was observed. 198 ERIC J. MASH^AND B. JILL MERCER Thirdly, high correlations between rates of deviancy in identified problem children and their siblings have been reported and behavioral interventions for a target child may produce significant changes in sibling behavior as well (Arnold et al, 1975;Lavigueur et al, 1973). These areas of research have also suggested that indirect types of modification such as the use of structured play experiences with peers (Hartup, 1977), and the treatment of sibling conflict directly (Allison and Allison, 1971;Leitenberg et al, 1977;O'Leary et al, 1967) may serve to reduce problematic child behavior.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of the Behavior of Deviant and Non‐deviant Boys While Playing Alone and Interacting With a Sibling

Mash

Merger

1979

Child Psychology Psychiatry

View full text Add to dashboard Cite

Summary Deviant and non‐deviant boys were observed playing alone and interacting with a sibling. Compared with the normals, deviant children showed more changes in attention while playing alone and les co‐operative play while interacting with their brothers. For both deviant and non‐deviant Boys, activity and changes in attention were positively correlated with similar sibling responses. However, positive correlations for other behaviors, such as solitary play and non‐play activity were found only for non‐deviant sibling pairs. Relative to the normals, the behavior of deviant boys during solitary play was correlated with their behavior during sibling interaction, Suggesting greater cross‐situational consistency in responding. For both groups, self‐verbalizations during solitary play were related to behavior during social interactions with siblings.

show abstract

“…Some investigators have reported that parental treatment of one child at home resulted in positive changes in untreated siblings (Ar-435 1981, 1430 (WINTER 198 1) nold, Levine, & Patterson, 1975;Lavigueur, Peterson, Sheese, & Peterson, 1973;Resick, Forehand, & McWhorter, 1976;Humphreys, Forehand, McMahon, & Roberts, Note 1). Others have described increases in desirable classroom behavior of nontreated students when a teacher administered reinforcers to a target child (Broden, Bruce, Mitchell, Carter, & Hall, 1970;Drabman & Lahey, 1974;Kazdin, 1973Kazdin, , 1977Okovita & Bucher, 1976;Strain et al, 1976;Strain, Shores, & Timm, 1977;Strain & Timm, 1974).…”

mentioning

confidence: 99%

Generalization of the Effects of Teacher‐ and Self‐administered Token Reinforcers to Nontreated Students

Fantuzzo

Clement

1981

J of App Behav Analysis

View full text Add to dashboard Cite

Ten, black, second-grade boys served in a series of single-subject studies. They were from poor families, did not do well in arithmetic, were deficient in sustained attention, and presented behavior problems at school. One boy was a therapeutic confederate. Of the remaining nine nontreated students, three observed the confederate reinforced by a teacher, three observed the confederate self-reinforce without having an opportunity to use "self-reinforcement" themselves, and three observed self-reinforcement while having an opportunity to use "self-reinforcement." The target behavior was attending. Other measures of outcome were glancing, academic achievement, and accuracy of reinforcement. The basic experimental design consisted of an ABAB withdrawal applied to the confederate while the nontreated students remained on baseline. Generalization was expressed as a ratio (i.e., percent change in the generalization measure divided by percent change in the target behavior). Teacher-administered reinforcers to the confederate did not produce generalization of any kind. Both arrangements of self-administered reinforcers to the confederate produced across-subjects generalization and subject-response generalization. Additionally, the confederate manifested response generalization.

show abstract

Behavioral treatment in the home: Effects on an untreated sibling and long-term follow-up

Cited by 25 publications

References 15 publications

Training Parents to Modify Conduct Problems in Their Children

Training Parents to Modify Conduct Problems in Their Children

A Comparison of the Behavior of Deviant and Non‐deviant Boys While Playing Alone and Interacting With a Sibling

Generalization of the Effects of Teacher‐ and Self‐administered Token Reinforcers to Nontreated Students

Contact Info

Product

Resources

About