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Biomedical subjects

P J Schloss

Publications and source records attributed to P J Schloss.

At least 19 recordsLinked to original sources
PubMed1994

Using self-recording, evaluation, and graphing to increase completion of homework assignments.

This article describes the use of self-monitoring procedures to increase the number of daily homework assignments completed by eight students with learning disabilities. Students ranged in age from 13 to 16 years and attended Grades 7 through 10. The experimental procedure involved the use of a sheet listing all daily assignments given by regular classroom teachers. A multiple-baseline design across subjects demonstrated a clear relationship between the introduction of self-monitoring of assignments and an increase in assignments completed. Goal setting and self-graphing of data appeared to increase this effect.

Adolescent↗
PubMed1994

Reducing disruptive behaviors by training students to request assistance.

Disruptive behaviors of students with disabilities can have a communicative function. They may aid the learner in escaping from aversive situations, and they may also serve to produce positive events. Disruptive behaviors that have a communicative function may be eliminated by teaching an alternative prosocial response. This study compared the relative effectiveness of two teaching methods for reducing disruptive behaviors exhibited by two primary age students with moderate disabilities. The first method consisted solely of a hierarchy of prompts. The second method combined the prompting hierarchy with a cue to request assistance. A multiple baseline design across students with alternating treatments was used to evaluate performance. Results demonstrated a clear relationship between teaching participants to request assistance and a reduction in disruptive behaviors.

Behavior Therapy↗
PubMed1990

Modifications of speech language levels by preservice educators based on language features.

Increased efforts to mainstream handicapped learners have been accompanied by a growing concern for the ability of mainstream educators to accommodate the special needs of these students. A particular concern involves the ability of mainstream educators to adjust their levels of spoken language when conversing with hearing-impaired learners. The present study compared the language levels produced by preservice educators with either high or low levels of previous experience with hearing-impaired individuals. Results indicated that (1) neither group adjusted their spoken language to levels understood by two hearing-impaired women and (2) members of the high experience group produced higher language levels than members of the low experience group. Discussion of these results focuses on implications for interactions with hearing-impaired learners.

Adult↗
PubMed1990

Effect of self-monitoring on maintenance and generalization of conversational skills of persons with mental retardation.

The effect of self-monitoring on the generalization and maintenance of conversational skills of adults with mental retardation was examined. Target behaviors were asking nondirected questions, answering directed questions, and asking directed questions. Although training alone did not result in generalization of these skills to the assessment setting, the addition of self-monitoring did. Results were maintained over 6 months and generalized to the untrained behavior of answering nondirected questions. The importance of the effect was supported by social comparison and subjective evaluation data. Results indicate that self-monitoring may be effective in increasing generalization and maintenance of conversational skills.

Adult↗
PubMed1989

Bridging the two cultures of dual diagnosis: research and service.

Common goals for research and service in dual diagnosis are identified. Three major barriers to the integration of research and service are explored: (a) differences in culture, (b) negative history, and (c) competition for limited resources. Applied research concerning diagnosis, treatment, behavioral recording, and organization and management development can encourage greater cooperation. To promote the integration of the research and service, joint conferences and publications are recommended as well as graduate training programs and agencies that emphasize both research and service. A vigorous policy initiative is needed to obtain private and public support for integrating research and service in dual diagnosis.

Community Mental Health Services↗
PubMed1988

A comparison of peer-directed and teacher-directed employment interview training for mentally retarded adults.

Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer-directed instruction, in which both participants were equally deficient in the target skills, with teacher-directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher-directed and peer-directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer-directed procedure involved considerably less staff time than did the teacher-directed procedure.

Adult↗
PubMed1987

Developing assertiveness during employment interviews with young adults who stutter.

Assertiveness training procedures have been demonstrated to be effective in working with a variety of clinical populations. Persons who stutter represent a group for whom assertiveness skills may be particularly useful. The present study evaluated the effectiveness of an assertiveness training program that included instruction, modeling, behavior rehearsal, feedback, social reinforcement, and homework. Dependent variables included putting the employer at ease, corrective feedback for interrupting, responding to pejorative statements, and acknowledging positive employer behaviors. The results indicated substantial increases in the target behaviors as well as improvements in subjective ratings of baseline and posttraining interviews. A collateral benefit was a sizable posttraining decrease in the amount of stuttering. These results are discussed with reference to future research isolating the influence of assertiveness skills on stuttering.

Adolescent↗
PubMed1986

Evaluation of a simile recognition treatment program for hearing-impaired students.

The investigation incorporated a changing criterion design to demonstrate the effectiveness of a treatment program designed to increase recognition of similes by two hearing-impaired students. Results indicated that the treatment program increased the students' ability to correctly match similes and descriptive passages. Implications for practitioners and suggestions for future research are discussed.

Adult↗
PubMed1985

Influence of self-monitoring on heterosexual conversational behaviors of head trauma youth.

This study evaluates the impact of self-monitoring on three heterosexual conversational behaviors of head trauma youths. Two 5-minute audiotaped conversations occurred daily between the youths and unfamiliar female confederates. Two conversations occurring on alternate days in clinical and natural conversational settings were scored for the frequency of compliments, questions, and self-disclosures. A multiple baseline analysis with alternating treatments for "instructions to self-monitor" and "no instructions to self-monitor" revealed (a) self-monitoring had an accelerative effect on compliments and questions and a decelerative effect on self-disclosure; (b) self-monitoring effects were maintained despite transferring from a mechanical counter to an unspecified covert monitoring procedure; (c) self-monitoring had a comparable effect whether employed in a clinical or functional communication setting; (d) performance of the target behavior was most strongly influenced under the "instructions to self-monitor condition;" (e) once intervention was directed to another response, the rate under the instructions and no instruction conditions became equivalent; and (f) the results maintained over a 1-month follow-up for one youth available for observation. Finally, social comparison and subjective evaluation data supported the importance of intervention.

Adult↗
PubMed1984

Effects of feedback and self-monitoring on head trauma youths' conversation skills.

The effects of feedback and self-recording on the small group conversational behaviors of two head trauma youths were evaluated. Feedback involved providing clients a light signal corresponding to positive or negative social interactions. The self-monitoring procedure required that the clients flip a switch corresponding with their positive or negative interactions. An A1-B1-C1-A2-C2-B2 design in which the feedback phase (B) and self-monitoring phase (C) were alternated to control for order effects demonstrated the efficacy of both interventions. Performance gains were also shown to generalize to less structured situations, bringing the clients' level of positive responses into a range established with a social comparison group.

Adult↗