Regulating Operant-Conditioning Programs

Lucero, Rubel J.; Vail, David; Scherber, J

doi:10.1176/ps.19.2.53

Cited by 10 publications

(2 citation statements)

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“…This is despite the fact that the three theoretical orientations posit vastly different conceptions of the importance of "relationship" to their practitioners' effectiveness. Thus, not only does there appear to be a considerable gap between theory and practice in the area of relationship, but this study also suggests that criticisms regarding the presumed coldness and inhumaneness of certain groups of practitioners such as the behaviorists, merely because of their theoretical orientation (Lucero, Vail, & Scherber, 1968;Murray, 1963;Patterson, 1963;Shoben, 1963), may be unfounded.…”

Section: Discussionmentioning

confidence: 80%

The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

Fischer¹

1975

Journal of Counseling Psychology

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An ongoing debate between groups with different psychotherapeutio theoretical orientations has centered on which school of therapy makes most effective use of the therapeutic relationship. This study divided clinical practitioners into three major theoretical orientations-psychodynamic, behavioristic, and humanistic-based on their own stated preferences. Each practitioner conducted an actual interview with a pseudoclient, which was tape recorded and rated with regard to the clinician's level of empathy, warmth, and genuineness. Results showed no significant differences between therapists of any of the three theoretical orientations. These findings suggest that criticisms that adherents of one theoretical orientation such as the behaviorists possess inadequate relationship skills may be unfounded. The findings further suggest that claims by adherents of one or another theoretical orientation of their greater effectiveness due to superior relationship abilities may also be baseless.

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Section: Discussionmentioning

confidence: 80%

The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

Fischer¹

1975

Journal of Counseling Psychology

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“…While behavior principles and application procedures using such principles are neutral, i.e. neither inherently "good" or "bad," there are conce~s about providing teachers with instruction in the implementation of behavior principles ( Lucero, Vail, and Scherber, · 1968;Wood, 1968 ). These concerns may actually reflect ambivalence regarding the ethical aspects of providing teachers with powerful behavior change procedures.…”

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confidence: 99%

Teacher Application of Behavior Principles in Home and Classroom Environments

Kroth¹,

Whelan²,

Stables³

1970

focusXchild

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A cursory investigation of education-related professional literature that has ap peared in the last five years indicates increasing emphasis upon the application of behavior principles in home and classroom environments. Behavior principles ( Skin ner, 1953) are used to analyze, in a functional manner, the frequency of behavior that is directly observable and measurable, and those environmental events that oc cur immediately bef o re and after behavior. Environmental events affect and de termine the occurences of behavior at a specific time, place, and set of conditions (Whelan and Gallagher, 1969 ), and usually function to increase or decrease spe cific behavior frequency. Behavior principles, theref o re, refer to the connective . .. relationship between behavior and environmental events ( Skinner, 1963).Educationally relevant applications of behavior principles in classrooms for chil dren with academic performance, and nonacademic madadaptive behavior patterns, have been described in other sources. Studies and reports pertaining to Engineered Classrooms ( Hewett, 1968) and the Structured Approach ( Gallagher, 1968; Har ing and Phillips, 1962; Whelan, 1966) represent examples of procedures used in applying behavior principles in classrooms and other child-related environments. A comprehensive description ·of these procedures is provided in the sources cited and should be reviewed, since the information provided in this article is, by necessity, somewhat limited in scope. The intent and focus of this article are to present some of the recent extensions and elaborations of the Structured Approach through the more systematic application of behavior principles associated with that concept. Some of the basic rationale relevant to the Structured Approach are stipulated to provide a general perspective. The importance of providing systematic procedures for application of behavior principles to help children increase appropriate behavior and decrease self-debilitating behavior, plus the necessity of evaluating procedure effectiveness, is described and stressed.The Structured Approach and recent developments in the application of behavior principles have received considerable attention during the past decade. It is not difficult to ascertain the reason for such continuing attention and interest. It is due

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The Administrative Issues: An Ethical and Legal Perspective

Griffith¹

1983

Effects of Punishment on Human Behavior

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Regulating Operant-Conditioning Programs

Cited by 10 publications

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The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

The relationship between theoretical orientation and therapists' empathy, warmth, and genuineness.

Teacher Application of Behavior Principles in Home and Classroom Environments

The Administrative Issues: An Ethical and Legal Perspective

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