Modification of the classroom behavior of a disadvantaged kindergarten boy by social reinforcement and isolation

Sibley, Sally A.; Abbott, Martha S.; Cooper, Betty P

doi:10.1016/0022-0965(69)90044-7

Cited by 22 publications

(6 citation statements)

References 4 publications

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“…Four other data sets (Firestone, 1976;LeBlanc et al, 1974;*Sr, Repp & Deitz, 1974;Sibley, Abbott & Cooper, 1969) obtained high positive correlations ( +0.49 to + 0.87) with small ns (between 3 and 7). While positive rhos clearly demonstrate the need for intervention, a percentage baseline measure might underestimate the outcome.…”

Section: Baseline Trendsmentioning

confidence: 89%

“…Significant positive rhos were obtained in five data sets: four in school settings (Sachs, 1973;Scott, Burton & Yarrow, 1967;Sloane, Johnston & Bijou, 1967;Strain, Shores & Kerr, 1976) and one in an institutional setting (Bostow & Bailey, 1969). Four other data sets (Firestone, 1976;LeBlanc et al, 1974;*Sr, Repp & Deitz, 1974;Sibley, Abbott & Cooper, 1969) obtained high positive correlations ( +0.49 to + 0.87) with small ns (between 3 and 7). While positive rhos clearly demonstrate the need for intervention, a percentage baseline measure might underestimate the outcome.…”

Section: Baseline Trendsmentioning

confidence: 93%

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Behavioral Treatment Approaches to Pathological Unsocialized Physical Aggression in Young Children

Frankel¹,

Simmons

1985

Child Psychology Psychiatry

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This paper presents some hypotheses regarding the motivation of pathological unsocialized physical aggression in children and also reviews behavioral treatment. Tentative leads were offered as to extrinsic and intrinsic determinants. Among the most promising of these were parent-child interactive and attributive factors, and deficits in information processing in social situations. It was hypothesized that some of these factors might not be specific to pathological unsocialized physical aggression but are characteristic of children with behavior problems. Under this hypothesis, few studies were found which employed appropriate control groups. It was also hypothesized that the study of extrinsic and intrinsic factors for pathological unsocialized physical aggression may improve the design of treatment programs.

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Section: Baseline Trendsmentioning

confidence: 89%

Section: Baseline Trendsmentioning

confidence: 93%

Behavioral Treatment Approaches to Pathological Unsocialized Physical Aggression in Young Children

Frankel¹,

Simmons

1985

Child Psychology Psychiatry

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“…Substantial empirical evidence supports the use of planned ignoring time-out plus social reinforcement for reducing the aggressive behaviors of young children (Pinkston, Reese, LeBlanc, & Bayer, 1973;Sibley, Abbott, & Cooper, 1969;Wasik, Senn, Welch, & Cooper, 1969). Also proven successful for young children exhibiting aggressive behavior have been planned ignoring and restraint plus social reinforcement (Noll & Simpson, 1979); contingent observation time-out plus social reinforcement (Porterfield, Herbert-Jackson, & Risley, 1976); reduction of response maintenance stimuli time-out plus group free time (Devine & Tomlinson, 1976); exclusion time-out plus social reinforcement (Firestone, 1976;Mace & Heller, 1990), and seclusion time-out plus social reinforcement (Sachs, 1973;Sloane, Johnstone, & Bijou, 1967;Webster, 1976).…”

Section: Behavioral Reduction Contingenciesmentioning

confidence: 99%

Management of Aggressive and Violent Behavior in the Schools

Rutherford¹,

Nelson²

2017

Exceptional

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Aggressive and violent behaviors are increasing among children and youth in America's schools. Although many children and adolescents occasionally exhibit aggressive and sometimes antisocial behaviors in the course of development, an alarming increase is taking place in the significant number of youth who confront their parents, teachers, and schools with persistent threatening and destructive behaviors. Students who exhibit chronic patterns of hostile, aggressive, and defiant behaviors frequently are characterized as having oppositional disorders or conduct disorders (Kazdin, 1987; Home & Sayger, 1990), and their behaviors are increasingly identified as antisocial (Walker, Colvin, & Ramsey, 1995). The Diagnostic and Statistical Manual of Mental Disorders (DSM-Ill-R) (American Psychiatric Association, 1987) defines oppositional defiant disorder as a pattern of negativistic, hostile, and defiant behavior. ... Children with this disorder commonly are argumentative with adults, frequently lose their temper, swear, and are often angry, resentful, and easily annoyed by others. They frequently actively defy adult requests or rules and deliberately annoy other people. They tend to blame others for their own mistakes or difficulties. (p. 56) Conduct disorder, a more serious and disruptive aggressive behavior pattern, is defined in the DSM-III-R as a persistent pattern of conduct in which the basic rights of others and major age-appropriate societal norms or rules are violated .... Physical aggression is common. Children and adolescents with this disorder usually initiate aggression, may be physically cruel to other people or animals, and frequently destroy other people's property. (p. 53) Antisocial behavior has been defined as "recurrent violations of socially prescribed patterns of behavior" (Simcha-Fagan, Langner, Gersten, & Eisenberg, 1975, p. 7), and antisocial patterns of behavior have been described as the polar opposite of prosocial patterns, which are composed of cooperative, positive, and mutually reciprocal social behaviors (Walker et al., 1995). According to Walker et al., "Antisocial behavior suggests hostility to others, aggression, a willingness to commit rule infractions, defiance of adult authority, and violation of the social norms and mores of society" (p. 2).

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“…On several days, Jane did not attend the math group until it was almost over, and when she did attend, she Typically, the application of behavior modification techniques has centered on recording and altering a single operant (e.g., Harris et al, 1964;Hart et al, 1964;Wolf et al, 1965). The present study and another recent study (Sibley, Abbott, and Cooper, 1969) explored the possibility of using the classroom analysis procedure developed by Spaulding (1967). This system has at least two advantages.…”

Section: Children's Behaviormentioning

confidence: 99%

BEHAVIOR MODIFICATION WITH CULTURALLY DEPRIVED SCHOOL CHILDREN: TWO CASE STUDIES¹

Wasik

Senn

Welch

et al. 1969

J of App Behav Analysis

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Techniques of behavior modification were employed with two second-grade Negro girls in a demonstration school for culturally deprived children to increase the girls' appropriate classroom behaviors. A classification system that provided for continuous categorization of behavior was used to code the children's behavior in two classroom situations. Data were also taken on the type, duration, and frequency of the teachers' verbal interactions. The study included four conditions: Baseline, Modification I, Postmodification, and Modification II. The treatment variable was positive social reinforcement-attention and approval contingent upon desirable classroom behaviors-which was presented, withheld, or withdrawn (timeout from social reinforcement). Withholding of social reinforcement was contingent upon inappropriate attention-getting behaviors. Timeout from social reinforcement was contingent upon behaviors classified as aggressive and resistive. After 25 days of Modification I, desirable behavior increased markedly for each girl. The teachers were then asked to return to their Baseline level of performance. The resultant behaviors demonstrated that for one girl, behavior was still primarily under the control of the treatment contingencies. For the second child, many desirable behaviors that had increased in frequency during Modification I remained high, but inappropriate behaviors increased. When treatment was reinstated, the amount of time spent in desirable behaviors increased and remained high for both girls. Three checks during the three months following data collection showed that these behaviors continued to remain high.Within a classroom setting, disruptive behaviors can prevent a child from making maximum use of school time. Culturally deprived children are already at an academic disadvantage when they begin school, and when these children demonstrate aggressive, antisocial, or resistive behaviors, they become even further handicapped.In attempting to alter a child's classroom behaviors, it is not as pertinent to question the development of these behaviors as it is to recognize that the behaviors can be maintained by the existing environment.

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Modification of the classroom behavior of a disadvantaged kindergarten boy by social reinforcement and isolation

Cited by 22 publications

References 4 publications

Behavioral Treatment Approaches to Pathological Unsocialized Physical Aggression in Young Children

Behavioral Treatment Approaches to Pathological Unsocialized Physical Aggression in Young Children

Management of Aggressive and Violent Behavior in the Schools

BEHAVIOR MODIFICATION WITH CULTURALLY DEPRIVED SCHOOL CHILDREN: TWO CASE STUDIES¹

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Modification of the classroom behavior of a disadvantaged kindergarten boy by social reinforcement and isolation

Cited by 22 publications

References 4 publications

Behavioral Treatment Approaches to Pathological Unsocialized Physical Aggression in Young Children

Behavioral Treatment Approaches to Pathological Unsocialized Physical Aggression in Young Children

Management of Aggressive and Violent Behavior in the Schools

BEHAVIOR MODIFICATION WITH CULTURALLY DEPRIVED SCHOOL CHILDREN: TWO CASE STUDIES1

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BEHAVIOR MODIFICATION WITH CULTURALLY DEPRIVED SCHOOL CHILDREN: TWO CASE STUDIES¹