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Biomedical subjects

R P Brinker

Publications and source records attributed to R P Brinker.

7 recordsLinked to original sources
PubMed1994

An ordinal pattern analysis of four hypotheses describing the interactions between drug-addicted, chronically disadvantaged, and middle-class mother-infant dyads.

This study investigated mother-infant interactions in 18 dyads. All participants were African American and enrolled in an early intervention program because the infants (2-26 months of age) had developmental disabilities or were at high risk for developmental disability. Some mothers had used drugs during their pregnancy, and all mothers were of low or middle socioeconomic status. Dyads were videotaped interacting at 4 different times, separated by at least 5 months in time. Videotapes were rated in terms of infant involvement and maternal responsivity in the interaction. 4 hypotheses concerning the pattern of maternal interaction across time were tested using ordinal pattern analysis. The hypothesis that mothers would become less responsive to infants over time (HD) as a function of drug addiction, poverty, or serious developmental delay was supported for only 4 of the 18 dyads. There was support for the hypothesis (H(I)) that mothers naturally increase their responsivity over time (N = 6) and support for the hypothesis (HT) that mothers' interactive sensitivity fluctuates in relation to infants' involvement in the interaction over time (N = 7). Ordinal pattern analysis has advantages in determining how well competing hypotheses describe individuals within populations relative to approaches that identify differences that apply to entire populations.

Adult↗
PubMed1994

Relations among maternal stress, cognitive development, and early intervention in middle- and low-SES infants with developmental disabilities.

Relations between maternal stress and the development of infants with handicaps was examined in 72 middle-SES and 72 low-SES families who attended a weekly early intervention program. Measures of maternal stress and development of infants were obtained 10 months apart. Regression analyses predicted 81% of variance in later developmental level with initial Bayley MA, initial Mental Development Index (MDI), SES, initial stress, early intervention participation, and SES x Initial Stress x Attendance interaction. Subsequent maternal stress was predicted (42% variance explained) by initial stress, attendance, initial MDI, number of intervention agencies and MDI x SES x Attendance. Results were interpreted in terms of a transactional model.

Adaptation, Psychological↗
PubMed1986

Features of integrated educational ecologies that predict social behavior among severely mentally retarded and nonretarded students.

Educational contexts for integrating 245 severely retarded students, ages 3 to 22 years, were conceptualized in terms of an ecological model. Measures were developed for school resources and staff support, educational planning, characteristics of integrated severely retarded students, the social environment, the physical environment, and the specific interactive environment. The degree of integration of each severely retarded student was measured by the rate per minute of social bids that students directed toward nonretarded students in the environment. Eight 10-minute observation sessions were scheduled across a school year. Stepwise-regression analyses were used to select measures representative of each aspect of the educational ecology. Approximately 32% of the variance in degree of integration was uniquely associated with the social behavior that other students directed toward the retarded students, p less than .001. Results suggest that nonretarded students are the key to successful integration efforts.

Activities of Daily Living↗
PubMed1985

Interactions between severely mentally retarded students and other students in integrated and segregated public school settings.

Severely mentally retarded target students (n = 245) from 14 school districts in 9 states were observed in integrated and segregated social groups in 1981 and 1982. The rate of social bids directed by these students to other students and by other students to them was significantly higher in integrated social groups than in segregated social groups. In addition, a higher rate of positive bids was directed by nonretarded students to severely retarded students in comparison to bids from other handicapped students in integrated groups. Nonretarded students responded to social bids from severely retarded students more frequently than did other retarded students. The implications of the results of integration for severely retarded students are discussed in terms of increased social interaction opportunities and the generalized usage of social skills.

Adolescent↗
PubMed1975

Preference and discrimination between response-dependent and response-independent schedules of reinforcement.

Four Asian quail (Coturnix coturnix japonica) were exposed to concurrent-chain schedules, the terminal links of which were either variable-interval 30 sec and variable-time 30 sec, or fixed-interval 30 sec and fixed-time 30 sec. Except for one bird that exhibited a preference for the variable-interval schedule over the variable-time schedule, no consistent preferences were demonstrated for response-dependent or response-independent schedules. However, response rates were three times greater on response-dependent than on response-independent schedules. The discrimination between terminal-link schedules was rapidly recovered after the schedule positions were reversed. Casual observations revealed that the birds engaged in stereotypic circling and pecking while the response-independent schedules were operative.

Journal Article↗