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PubMed1976

Aggressive behavior and the Rosenzweig Picture-Frustration (P-F) Study.

The current status of the Rosenzweig Picture-Frustration (P-F) Study, a measure of aggressive verbal behavior in response to frustration at the developmental levels of the child, the adolescent and the adult, is described. Conceived as generically or essentially self-assertive, aggression can be viewed as affirmative or negative, constructive or destructive in effect. Six categories, three under direction and three under type, have been conceptualized to define the modes of aggressive response. These interrelated categories combine into nine scoring factors. Norms at the various age levels have been established, and the reliability and validity of the instrument have veen determined. Pragmatic validity has been shown in the investigation of behavior disorders, psychosomatic conditions, delinquency, school adjustment, and a large variety of vocational and social problems. The P-F has been adapted and standardized world-wide (France, Germany, Italy, Sweden, Argentina, Brazil, India, Japan). Its applicability in cross-cultural research has been demonstrated.

Age Factors↗
PubMed1977

Analysis of process data from token groups in a summer camp.

Forty-two campers who were attending a summer camp for disturbed children were treated by a combined group therapy-token economy approach in which peer judgments were the basis for tokens awarded for behaviors that occurred during the preceding 24-hour period. Process behaviors were studied to determine whether this approach would produce positive verbal behavioral change. Four variables changed significantly. Environmental (irrelevant) responses declined, group responses increased, leader-directed responses declined, and decision-making, reflected by summarizing, testing feasibility and concensus, increased.

Adolescent↗
PubMed1979

The family therapist behavior scale (FTBS): development and evaluation of a coding system.

This study evaluated the validity and reliability of a new coding system--The Family Therapist Behavior Scale (FTBS)--that was designed to identify and study clinically relevant verbal behaviors of short-term, problem-oriented family therapists. Validity was assessed by testing the scale's ability to discriminate significant, predicted differences between the in-therapy behaviors of eight beginning family therapists conducting observed interviews and eight advanced family therapists conducting supervisory interviews. All of the sessions, which were initial interviews, were videotaped. Two coders rated three five-minute samples from each of the 16 tapes with the FTBS. The validity results supported over 50 per cent of the 16 research hypotheses. The reliability analysis, based on the actual study data, indicated that the interrater reliability of the 19 category FTBS differed from chance at less than the .001 level of significance. The implications of these findings are examined and future research directions are identified.

Adult↗
PubMed1979

Generalization by autistic-type children of verbal responses across settings.

Generalization of verbal behavior by autistic-type children across physically different settings was assessed. Four boys learned responses to common questions in two settings at school and were probed to determine transfer of learning to home. Three of the children demonstrated little generalization to home when trained in a cubicle. Greater generalization was indicated when they received training at varied locations. The fourth child generalized most responses to his home regardless of training setting. Simple manipulations of the school environment to more closely simulate home conditions may facilitate transfer of training to the natural environment.

Autistic Disorder↗
PubMed1978

The assessment and training of assertive skills with drug addicts: a preliminary study.

The effects of a short-term behaviorally-oriented assertion training program were evaluated with a sample of drug-abuse patients concurrently involved in an ongoing inpatient program. Assertion questionnaire and verbal performance data were obtained from both a treatment and a no-treatment group prior to and following 3 weeks of assertion training. The results indicated consistent and significant group differences on the verbal behavior variables, but not on the questionnaire data. The results also suggested that the assessment of assertion by situationally defined problem areas may be more accurate and sensitive to change than a more general definition and assessment of assertive behavior.

Adult↗
PubMed1979

Social alienation-personal disorganization assessment in disturbed and normal adolescents.

Two groups of adolescents seeking psychotherapy (N = 91 and N = 198) and a normative group (N = 112) provided 5-minute verbal behavior protocols which were content analyzed for social alienation-personal disorganization (SA-PD). The data supported the hypothesis that adolescents applying for help in 1974 to 1975 showed greater pathology than those seen in 1972 to 1973. The normative adolescents were significantly healthier than either of the two Adolescent Clinic groups. In the clinic samples, older adolescents were more disturbed than those in the younger ranges. The SA-PD scale is a useful addition to tools available for the assessment of emotional states of adolescents. The data support the idea that there appears to be an increasing severity in the problems presented by adolescents in very recent years.

Adolescent↗
PubMed1978

Smoking artifacts: factors of source evaluation.

Responses from 323 students in communication indicated that credibility factors associated with nonverbal smoking artifacts are not the same as those associated with verbal stimuli; a character factor was absent for nonverbal stimuli. Verbosity, however, may permit inferences regarding potential verbal behavior.

Character↗
PubMed1976

Marijuana and hostility in a small-group setting.

The authors used several indices to assess the relationship between marijuana and hostility as both inner affect and verbal behavior in a small-group setting. Marijuana subjects reported a small but statistically significant decrease in hostile feelings after the introduction of a frustration stimulus. They also showed significantly less verbal hostility than placebo subjects both before and after introduction of a frustration stimulus. The authors note that research findings on marijuana and hostility are not consistent and suggest a multidetermined relationship based on dose, environment, nature of the frustration stimulus, and intraindividual factors.

Adult↗
PubMed1979

Verbal response modes and psychotherapeutic technique.

This paper presents a taxonomy of verbal response modes and applies that taxonomy to the verbal behavior of psychotherapists of three contrasting schools: client-centered, gestalt, and psychoanalytic. The taxonomy consists of a theoretically based set of classificatory principles that define a mutually exclusive and exhaustive set of modes. Its purpose is to describe dyadic verbal interaction comprehensively and quantitatively. Such description is a necessary first step in investigating the therapeutic effectiveness of different interaction styles.

Cognition↗
PubMed1979

"Transcortical" features of aphasia following left thalamic hemorrhage.

In a series of 14 thalamic hemorrhage documented by Computerized Axial Tomography (CT) scans, aphasia was present in seven out of eight patients with left lesions while it was absent in the six patients with right lesions. In three cases where detailed language testing was performed, aphasia was characterized by reduction of spontaneous speech with semantic paraphasias, preserved repetition and partially defective auditory verbal comprehension. The language disturbance was persistent in two patients, while it recovered spontaneously within four weeks in one patient. The clinical picture in these patients is similar to the classical "transcortical" aphasias, which are usually due to damage of the marginal language areas. It is suggested that the left thalamus contributes to the semantic level of verbal behavior, which is possibly subserved by these areas.

Aged↗
PubMed1978

Verbal information gathering strategies: the child's use of language to acquire language.

Recent investigations suggest that normally developing infants are active participants in a language-transmission partnership with the mature speakers in their environments. In a recent paper, (Snyder, McLean, 1977) we noted that available data suggest several specific language acquisition strategies exhibited by children in these interactions. While the earlier paper focused on a set of posited nonverbal strategies, this sequel focuses on two broad types of early verbal behavior that function as effective strategies for the language-learning child. These posited verbal acquisition strategies are referred to as selective imitation and metalinguistic utterance production. The conflicting theory and data on the role of early verbal imitation are reviewed, and it is concluded that selective imitation is most functional at specific stages of the language acquisition process. A hierarchy of metalinguistic utterance types is suggested, ranging from those reflecting the highest apparent intentionality (that is, interrogative utterances) to those reflecting the least (referred to as evocative utterances). Suggestions for future research are offered and implications for language intervention are discussed.

Adult↗
PubMed1979

Thought disorder in alcoholics.

Research on cognitive impairment in chronic alcoholics has generally focused on pathology associated with organic brain damage. On the other hand, deficits more typical of the functional psychoses have been less explored, due to the absence of appropriate tests. By using the Thought Disorder Rating Scale (TDRS) recently developed at our Center, however, we have tested chronic alcoholics for the presence of classical symptoms of thought disorder. This test is based on the assessment of the patient's verbal behavior by an experienced clinician. Twenty subjects free of psychosis, severe withdrawal symptoms, and medical illness were, after detoxification, administered a test battery which included the TDRS, the Bender-Gestalt Test, and the Zung Self-rating Depression Scale (SDS). Five scored pathologically for thought disorder and of them four had abnormal Benders; whereas only two of 15 of those without thought disorder had abnormal Benders (t = 2.84, p < .01). Although SDS scores for both groups were in the depressed range, there was no significant difference between SDS means for the two groups. TDRS scores for these alcoholics are compared with those for other diagnosed groups, and implications for future investigation are discussed.

Adult↗
PubMed1978

An experimental analysis of some procedures to teach priming and reinforcement skills to preschool teachers.

This Monograph reports the results of teaching preschool teachers to be successful at increasing desired behaviors of their children, thus becoming successful teachers. Five teacher-training techniques were examined experimentally under single-subject designs: written assignments, feedback from viewing graphs, on-the-spot feedback from a wireless radio (Bug-in-the-Ear), feedback from an observer, and self-counting. Those teaching procedures that included prompt and frequent information to the teacher about the behavior under study were the most effective techniques. Self-counting, in which the teacher tallied the number of times she emitted the behavior of either priming or reinforcing social or verbal behavior of a child (or children), and observer feedback, in which the observer reported to the teacher periodically during the hour the frequency of her behavior, were the most reliable teaching techniques. The other procedures, while less reliable than self-counting and observer feedback, were effective with some teachers. Maintenance of teacher behavior across settings was examined with a group of Head Start teachers, and maintenance of teacher behaviors across different child behaviors and different children was examined with three student teachers. The results indicated that teaching was more likely to maintain if it occurred in the teacher's home setting rather than at another site. In all cases, when generalization occurred across settings, time, or children, the frequency of the teacher's behavior was not as high as when the relevant behavior had been trained directly. Results supported the proposal that it is possible to define effective teacher behavior, not just characterize it, as it occurs in the classroom, and that effectiveness can be measured by defining and observing the child behaviors to which teacher behaviors are directed.

Adult↗
PubMed1977

Drug-produced changes in human social behavior: facilitation by d-amphetamine.

The effects of oral d-amphetamine 5-30 mg on human social and verbal behavior were studied using repeated observations within subjects under a time-sampling observation procedure in a residential research ward. d-Amphetamine increased socializing in all three subjects studied, but only increased standing in one of the subjects. In the second experiment throat microphones and voice-operated relays were used to measure automatically quantitative aspects of dyadic verbal interactions during 1-hr daily sessions. Total speaking time showed dose-related increases in 5 of the 7 subjects receiving d-amphetamine. Adjective checklist self-report scores indicating stimulant drug effects were as sensitive and reliable as the speaking measure to the effects of d-amphetamine in these subjects. Speaking time also increased in 2 of the 8 partners who received placebo when the subjects with whom they were paired received d-amphetamine. This represents a socially mediated indirect drug effect. Adjective checklist scores of the partners receiving placebo were not changed when the paired subjects received d-amphetamine. Under controlled experimental conditions the naturalistic human behaviors of socializing and speaking are sensitive dependent variables for behavioral pharmacology research.

Adult↗
PubMed1979

Teacher-student interaction in a medical clerkship.

Seventeen randomly selected clinical teaching sessions in a medical school clerkship were videotaped during a one-month period, including teaching rounds, working rounds, morning report sessions, lectures, patient management conferences, grand rounds, and journal clubs. Using a verbal behavior classification schedule, the investigators analyzed the videotapes in terms of the proportion of talking done by clerkship instructors, medical students, residents, and others. The nature of the verbal interaction was examined by assessing the proportion of time devoted to giving information versus asking questions. The proportions on these dimensions were further analyzed according to the cognitive level of the verbal interaction. The data suggest that the teaching observed was not optimal for promoting problem-solving ability, since students were placed in a very passive role in which they received a preponderance of low-level, factual information.

Communication↗
PubMed1979

Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children.

Peer-mediated social initiations and prompting/reinforcement procedures were evaluated (in training and generalization sessions) as interventions for increasing the positive social behavior of four autistic children. During baseline, the peer trainer made few social initiations and did not prompt or socially reinforce subjects. For two subjects, baseline was followed by social initiation intervention, and for the other two, baseline was followed by prompting and social reinforcement. Both interventions produced dramatic and comparable increases in positive social behavior in training sessions. Post-treatment responding was not observed for either intervention. When interventions terminated in a second baseline period, the subjects' behavior returned to the level observed during the initial baseline. The subjects were then exposed to the intervention procedure they had not yet experienced. Again, there were positive and comparable behavior changes in the treatment setting, but no increase in positive social behavior was observed during generalization assessment.

Autistic Disorder↗
PubMed1975

Influence of certain clinical variables on black preschoolers' nonstandard phonological and grammatical performance.

The influence of socioeconomic background, sex, and clinicians' race on the frequency of implementation of nonstandard phonological and grammatical structures was examined in 72 black preschoolers. In order to generalize findings to typical clinical settings, language samples were elicited by 3 black and 3 white clinicians using spontaneous, paragraph completion, and sentence repetition procedures. Results showed that socioeconomic status and sex had a strong effect on black children's usage of nonstandard phonological and grammatical forms. More striking, data suggested that the beginnings of a bidialectal capability were identifiable in the clinical setting in four- and five-year-old black children. Discriminant analysis detailed those nonstandard phonological and grammatical forms which contributed to dialect differences between lower and middle-socioeconomic black children.

Black or African American↗