Symptom substitution, generalization, and response covariation: Implications for psychotherapy outcome.

Kazdin, Alan E.

doi:10.1037/0033-2909.91.2.349

Cited by 123 publications

(81 citation statements)

References 71 publications

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“…Generalization of consultee skills may also be enhanced because more persons are working collaboratively to attain a shared goal. Finally, engaging significant treatment agents across settings can help monitor the occurrence of behavioral contrast and side effects (Kazdin, 1982).…”

Section: Advantages Of Parent-teacher Behavioral Consultationmentioning

confidence: 99%

Behavioral parent-teacher consultation: Conceptual and research considerations

Sheridan

Kratochwill

1992

Journal of School Psychology

109

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Section: Advantages Of Parent-teacher Behavioral Consultationmentioning

confidence: 99%

Behavioral parent-teacher consultation: Conceptual and research considerations

Sheridan

Kratochwill

1992

Journal of School Psychology

109

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“…Second, by viewing behavior as choice, alternatives arise for maximizing the attractiveness of desired responding over time and across settings, thereby enhancing the generalization of treatment effects (Martens & Witt, 1988;McDowell, 1982). Third, systems-level models for the functional analysis of behavior (e.g., matching theory) have been suggested in the explanation of unanticipated treatment effects (Kazdin, 1982;Parrish et al, 1986;Sajwaj, Twardosz, & Burke, 1972;Voeltz & Evans, 1982). Although empirical support for these models is lacking, they have served as useful heuristics in guiding research (Wahler, 1975;Willems, 1974).…”

mentioning

confidence: 99%

The Application of Herrnstein's Law of Effect to Disruptive and On‐task Behavior of a Retarded Adolescent Girl

Martens

Houk

1989

J Exper Analysis Behavior

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The purpose of the present study was to evaluate Herrnstein's law of effect as a description of socially significant behavior in an applied setting. The subject was an 18-year-old retarded girl with a history of autistic-like and aggressive behavior. Using a baseline design for two response classes and stimulus conditions, eight categories of subject and staff behavior were monitored over a 3-week period. A computerized observation system, developed for use in the present investigation, was used to obtain real-time durations of the behavior categories alone and in combination. Overlapping durations of teacher and subject behavior were then correlated to yield approximations to a functional definition of reinforcement. Plots of behavior by contingent reinforcement revealed a hyperbolic relationship for each response class, the shape of which varied as a function of extraneous reinforcement ro. In addition, estimated parameters in Herrnstein's equation did not differ significantly from those obtained through independent observation. Finally, Herrnstein's equation accounted for an average 63% of variance in response allocation. Results are discussed in terms of the relevance of matching-law theory to behavior in applied settings.

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“…In the third section 283 1983, 16, 283-296 NUMBER 3 (FALL 1983) of the paper, we argue that the symmetry between appetitive and Kazdin, 1980), these texts do not refer to the clinical documentation of negative side effects, and only one (Kazdin, 1980) does so in a systematic fashion. There have, however, been over 30 clinical articles published that document the occurrence of these effects, the great majority of which have been published in the past decade (see Bitgood, Crowe, Suarez, & Peters, 1980;Kazdin, 1980Kazdin, , 1982 (Haslam, 1965;Lazarus, 1965).…”

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confidence: 99%

The Negative Side Effects of Reward

Balsam

Bondy

1983

J of App Behav Analysis

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The negative side effects of aversive control have been extensively discussed in clinical literature and textbooks. The symmetry between aversive and appetitive control in basic experimental research implies that parallel negative side effects of reward exist. These negative side effects are described and their implications for clinical practice and research are discussed.DESCRIPTORS: reinforcement, punishment, iatrogenic illness, symptom substitution, generalization A behavioral psychologist, Dr. B, once had a student, N, who was quiet and withdrawn. He decided to try to encourage N to participate in research discussions. He consulted all of the latest behavior therapy textbooks and designed an intervention program. Each time N spoke of research, Dr. B said enthusiastically how nice it was to hear N's opinion and what good points N was making (all of which were true). Soon N's rate of verbal behavior had increased enormously. Unfortunately, N also began talking about topics other than research. In fact, N's major topics of discussion were about the relative merits of different kinds of dog food and which city had the best mass transportation system. N spent several hours each day seeking out Dr. B at the office, the lab, and on the phone. N spent so much time looking for and talking to Dr. B that N's interaction with other students was virtually eliminated. Dr. B's life became miserable. This time Dr. B consulted a clinically oriented colleague who suggested that he punish N for all of the excessive verbal behavior. Dr. B, of course, abhorred the use of this method forThe order of authorship was determined by a random process. We thank

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Symptom substitution, generalization, and response covariation: Implications for psychotherapy outcome.

Cited by 123 publications

References 71 publications

Behavioral parent-teacher consultation: Conceptual and research considerations

Behavioral parent-teacher consultation: Conceptual and research considerations

The Application of Herrnstein's Law of Effect to Disruptive and On‐task Behavior of a Retarded Adolescent Girl

The Negative Side Effects of Reward

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