THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR<sup>1</sup>

Walker, Hill M.; Buckley, Nancy K.

doi:10.1901/jaba.1968.1-245

Cited by 98 publications

(35 citation statements)

References 6 publications

(4 reference statements)

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“…Aversive stimulation (Hall, Axelrod, Foundopoulos, Shellman, Campbell, and Cranston, 1971;Risley, 1968), response cost (Wolf, King, Lachowicz, and Giles, 1970), timeout (Carlson, Arnold, Becker, and Madsen, 1968; Kubany, Weiss, and Sloggett, 1971;Wahler, 1969), group contingencies (Barrish, Saunders, and Wolf, 1969;Harris and Sherman, 1973), and contingency management approaches (Hall, Lund, and Jackson, 1968;O'Leary and Drabman, 1971;Walker and Buckley, 1968) are among the procedures that have been shown to improve the behavior of "hyperactive" and disruptive children. However, these effects have been limited in two areas.…”

mentioning

confidence: 99%

The Effects of a Self‐instructional Package on Overactive Preschool Boys

Bornstein

Quevillon

1976

J of App Behav Analysis

200

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The effects of a self-instructional package on three overactive preschool boys were investigated using a multiple-baseline design across subjects. Behavioral observations of the three target subjects indicated transfer of training effects from the experimental tasks to the classroom. On-task behaviors increased dramatically concomitant with the introduction of the self-instructional package, and treatment gains were maintained 22.5 weeks after baseline was initiated. In addition, the use of an observer-expectancy control condition gave further credibility to the demonstration of a causal relationship.DESCRIPTORS: self-instruction, on-task behavior, overactive behavior, verbal mediation, massed practice, transfer of training, preschool childrenThe widespread use of behavioral principles with children has led to the development of several effective procedures for decreasing disruptive behavior and increasing attention in school settings.

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confidence: 99%

The Effects of a Self‐instructional Package on Overactive Preschool Boys

Bornstein

Quevillon

1976

J of App Behav Analysis

200

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“…The amount of research data on this question is limited. However, the available evidence indicates that effective generalization and maintenance of modified behavior does not naturally occur when treatment procedures are abruptly withdrawn (Walker, Mattson, and Buckley, 1971;Walker and Buckley, 1968;Birnbrauer, Wolf, Kidder, and Tague, 1965;Kuypers, Becker, and O'Leary, 1968;Patterson, Shaw and Ebner, unpub-' (Walker, Mattson, and Buckley, 1971; Walker, Fiegenbaum, and Hops, 1971) the probability is substantially reduced that the modified behavior will be maintained automatically or naturally.…”

mentioning

confidence: 99%

PROGRAMMING GENERALIZATION AND MAINTENANCE OF TREATMENT EFFECTS ACROSS TIME AND ACROSS SETTINGS¹

Walker

Buckley

1972

J of App Behav Analysis

Self Cite

134

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Effects of three experimental and one control strategy were investigated in facilitating generalization and maintenance of treatment effects after two months in a token-economy classroom. At the conclusion of treatment, subjects were randomly assigned to one of three maintenance strategies or a control group and returned to their regular classrooms. The maintenance strategies were peer reprogramming, equating stimulus conditions between the experimental and regular classrooms, and teacher training in behavior management techniques. The maintenance strategies were implemented in the regular classroom for a two-month period and then terminated. Results indicated a powerful treatment effect produced by the token economy. Behavior maintenance effects following treatment were also obtained. The mean per cent appropriate behavior for the peer reprogramming and equating stimulus conditions strategies was significantly greater than the mean for the control subjects. The teacher training and control group means were not significantly different.The issue of whether treatment gains, produced by behavior modification techniques, do in fact generalize and maintain across time and across settings has received increasing attention in the last few years (Baer, Wolf, and Risley, 1968;O'Leary and Drabman, 1971). The amount of research data on this question is limited. However, the available evidence indicates that effective generalization and maintenance of modified behavior does not naturally occur when treatment procedures are abruptly withdrawn

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“…It is important that generalization be assessed so that program modifications can be made as needed. Research has indicated that stimulus generalization is more likely to occur if the new situation or setting is similar to the one in which the desired behavior was first learned (Kennedy & Thompson, 1967;Patterson, 1965;Walker & Buckley, 1968). Therefore, if generalization has not occurred, you need only restructure the situation to reinforce the new behavior in the present situation.…”

Section: Focus On Exceptional Children April 1977mentioning

confidence: 99%