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Biomedical subjects

R E Shores

Publications and source records attributed to R E Shores.

5 recordsLinked to original sources
PubMed1979

Additional comments on multiple-baseline designs in instructional research.

A number of measurement and design issues that are critical to the use of multiple-baseline procedures in evaluating instructional interventions were highlighted. First, issues related to the interaction between length of baseline assessment and the following outcomes were presented: (a) deceleration in behavior across baseline, (b) prediction of behavior change, (c) error analyses performance on instructional stimuli, and (d) reactivity of observation. Finally, an attempt was made to match the variety of multiple-baseline designs to specific questions often asked by instructional researchers.

Conflict, Psychological↗
PubMed1976

An experimental analysis of "spillover" effects on the social interaction of behaviorally handicapped preschool children.

The effects of prompting and social reinforcement directed to target subjects on their social behavior and that of peers who never received prompting and reinforcement for positive social behavior, were examined. In a combined reversal and multiple-baseline design, three behaviorally handicapped preschool boys who exhibited divergent social behavior repertoires and varied histories with social reinforcement events were sequentially exposed to intervention conditions in order to investigate "spillover" of treatment effects. Prompting and reinforcement increased positive social behavior and decreased negative social behavior emitted by all target subjects. The results also demonstrated a "spillover" effect on two target subjects, who at various times were not under intervention, and on the peers as well. The findings suggest that: (a) the direct and indirect effects of intervention procedures may be enhanced by designing treatment based on the social repertoire and reinforcement histories of the subjects; and (b) the treatment "spillover" effect may be increased by applying procedures to two children at once, rather than at one at a time.

Behavior Therapy↗
PubMed1976

Changes in peer verbalizations accompanying individual and group contingencies to modify on-task behavior.

Group and individual contingency arrangements were alternately applied to modify the on-task performance of 5 behavior-disordered children. Concurrent records were maintained regarding the children's task-relevant (facilitating) and non-task-relevant (inhibiting) verbalizations to peers. Both contingency arrangements were effective for controlling the children's on-task behavior while only the group contingency was associated with changes in their verbalizations. Specifically, the group contingency, as compared to the baseline and the individual contingency, was accompanied by a significant increase in facilitating verbalizations by peers. Moreover, the group contingency, in relation to the baseline but not the individual contingency, resulted in significantly fewer inhibiting verbalizations. The individual contingency did not affect either facilitating or inhibiting verbalizations of peers.

Behavior Therapy↗