The Application of Generalized Correct Social Contingencies: An Evaluation of a Training Program1

Abstract

Two aides operating a kindergarten-style program for institutionalized mental retardates were trained, using observer feedback, to apply generalized "correct" social contingencies to 10 defined classes of appropriate and inappropriate child behaviors. A multiple baseline design was used to demonstrate, sequentially, the effects of the training procedure upon the attending behavior of each teacher. After withdrawal of feedback, a posttraining follow-up served to assess the durability of training. For both aides, the effect of training was to increase the proportion of appropriate child behaviors attended to, compared with baseline data, and a follow-up over a number of weeks indicated that the effects of training were apparently durable.There is abundant evidence that social contingencies applied by staff and/or parents can modify selected problem behaviors of children. This has been shown with preschool children (e.g., Baer and Wolf, 1968;Harris, Wolf, and Baer, 1964), school children (e.g., Hall, Lund, and Jackson, 1968;McAllister, Stachowiak, Baer, and Conderman, 1969), children at home (e.g., Hawkins, Peterson, Schweid, and Bijou, 1966;Herbert and Baer, 1972), and in clinical groups with brain injury, emotional disturbance, or retardation (e.g., Hall and Broden, 1967;Zimmerman and Zimmerman, 1962 (FALL 1974)

Feedback for improving staff training and performance in behavioral treatment programs

“…Feedback has been used with process information only (e.g., Guercio et al, 2005;Hutchison, Jarman, & Bailey, 1980;Montegar, Reid, Madsen, & Ewell, 1977;Parsonson, Baer, & Baer, 1974;Welsch, Ludwig, Radiker, & Krapfl, 1973;Wilson, Reid, & Korabek-Pinkowski, 1991), outcome only (e.g., Lattimore, Stephens, Favell, & Risley, 1984;Quilitch, 1975), or both (e.g., Arco, 1997;Greene, Willis, Levy, & Bailey, 1978;Huberman & O'Brien, 1999;Korabek, Reid, & Ivancic, 1981;Mozzoni & Bailey, 1996;Parsons, Cash, & Reid, 1989;Prue, Krapfl, Noah, Cannon, & Maley, 1980;Schepis & Reid, 1994). However, if the purpose of staff training is to produce specific client outcomes such as increased independent self-care or less problem behavior, then it makes sense to combine process and outcome feedback, particularly in the initial stages of training during which the functional interactions between staff and client behavior need to be seen and experienced (see Earley, Northcraft, Lee, &Lituchy, 1990, andKim, 1984, who showed beneficial effects of combining process with outcome feedback in nonclinical settings).…”

Training Parents in Behavioral Self‐management: An Analysis of Generalization and Maintenance

“…Behavioral research has increasingly focused on developing training procedures that facilitate the generalization of targeted skills to different behaviors, settings, individuals, and times (Koegel, Glahn, & Nieminen, 1978; Koegel, Russo, & Rincover, 1977;Parsonson, Baer, & Baer, 1974). Evidence from the parent training field indicates that parents do not necessarily apply their skills to other untreated problem behaviors, other siblings, new settings, or when therapist contact terminates (e.g., Forehand & Atkeson, 1977;Miller & Sloane, 1976;O'Dell, Flynn & Benlolo, 1977;Patterson, 1974;Rosenthal, 1976).…”

Training Teachers in Generalized Writing of Behavior Modification Programs for Multihandicapped Deaf Children

“…Previous research has demonstrated that individuals can be taught to apply experimenterdesigned procedures and, perhaps, to generalize the use of these procedures to new situations (Gladstone & Sherman, 1975;Koegel, Glahn, & Nieminen, 1978;Koegel et al, 1977;Parsonson et al, 1974). The present experiment differed from these studies in its aim to instruct teachers to write as well as to implement behavior modification programs.…”

“…After instruction, teachers may be able to apply the trained procedures to new situations (Koegel, Russo, & Rincover, 1977) and continue using the procedures over time (Parsonson, Baer, & Baer, 1974).…”