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Biomedical subjects

R Drabman

Publications and source records attributed to R Drabman.

6 recordsLinked to original sources
PubMed2001

A confirmatory factor analysis of the WISC-III in a clinical sample with cross-validation in the standardization sample.

Maximum likelihood confirmatory factor analysis was applied to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) data of a mixed clinical sample of 318 children. Analyses were designed to determine which of nine hypothesized oblique factor solutions could best explain intelligence as measured by the WISC-III in the clinical sample. Competing latent variable models were identified in previous studies, and results in the clinical sample were cross-validated by testing all models in the WISC-III standardization sample (n = 2200). Findings in both the clinical and standardization samples supported a five-factor model including Verbal Comprehension, Constructional Praxis, Visual Reasoning, Freedom from Distractibility, and Processing Speed factors. The Visual Reasoning factor was defined primarily by Picture Arrangement, whereas Mazes did not appear to improve model fit. Potential opportunities and pitfalls with regard to the interpretation of the proposed Visual Reasoning factor are discussed.

Adolescent↗
PubMed1981

Elevation of voice volume in young developmentally delayed children via an operant shaping procedure.

Unusually low voice volume was identified by teachers as a significant impediment to the academic and social progress of two preschool students. A simple operant shaping procedure was conducted by teachers to increase voice volume using a voice-activated apparatus with attractive visual display. Setting generalization of volume increases to the classroom was achieved and maintained at one- and four-month follow-ups.

Behavior Therapy↗
PubMed1980

An evaluation of three litter control procedures--trash receptacles, paid workers, and the marked item technique.

This study assessed the effectiveness of three litter control procedures on the grounds of a residential retardation facility. Fifty-seven areas were divided into five groups according to the amount of litter they contained. Daily litter counts were made in one randomly chosen area for four of the groups and weekly litter counts were made from one randomly chosen area from the fifth group. After the baseline period, trash receptacles were placed a high traffic areas on the grounds of the facility. This was followed by the payment of two resident workers for picking up trash. In the next phase, marked pieces of litter were placed on the grounds, and residents voluntarily collected litter and turned it in at a central location. When a marked piece was turned in, that resident received $1.00 and had his or her picture taken and posted. This phase was followed by a return to the trash receptacles phase and then a return to the marked item phase. The results indicated that the marked item procedure was effective in reducing the amount of litter on the campus grounds, but the use of trash receptacles and the payment of resident workers for picking up litter did not noticeably reduce the amount of litter. The results are discussed in terms of the cost effectiveness of the procedures.

Cost-Benefit Analysis↗
PubMed1974

Sociometric and disruptive behavior as a function of four types of token reinforcement programs.

Children in a first-grade classroom were divided into four groups. Baseline measures of disruptive classroom behavior were taken on a well-behaved and disruptive child in each group. Following baseline, four types of token economies were simultaneously introduced and rotated every 10 days within a Latin Square design. The token economies were: (1) individual reinforcement determined by individual performance; (2) group reinforcement determined by the behavior of the most disruptive child; (3) group reinforcement determined by the behavior of the least disruptive child; (4) group reinforcement determined by the behavior of a randomly chosen child. The token economies were compared on their effectiveness in changing target behavior, preference by the targets, ease of use, and cost. Additionally, sociometric responses were taken on questions of responsibility, friendship, and funniness. Results showed a significant decrease of inappropriate behavior for the disruptive children and no difference between the effectiveness of the four types of token economies in producing behavior change. However, there were other differences that indicated that the system in which group reinforcement was determined by a randomly selected child would be desirable for most teachers. Results also showed changes in the sociometric status of the disruptive children. As predicted, disruptive children were rated as more responsible when they were in the group reinforcement determined by the most disruptive child in the group token economy. Using behavior modification techniques indirectly to change sociometric status is suggested as offering a new potential technique for behavior change agents.

Behavior Therapy↗