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Results for “Verbal Behavior”

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At least 19 recordsLinked to original sources
PubMed1979

Analyses of changes in verbal behavior following a cognitive-behavioral treatment for impulsivity.

Analyses were conducted to examine further the results of a cognitive-behavioral treatment for impulsivity in emotionally disturbed children (Kendall & Finch, 1978). The verbal behaviors of treated impulsive children, impulsive controls, and reflective children, recorded during MFF performance at pretreatment, posttreatment, and follow-up, were examined. The results indicated nonsignificant effects for several specific codes; however, the impulsive children that had received treatment evidenced a significant increase in total on-task verbal behavior at posttreatment. Discussion includes a consideration of these findings in regard to the efficacy of the cognitive-behavioral treatment and the need for research on the assessment of cognitive variables in children.

Behavior Therapy↗
PubMed1978

Verbal behavior.

Explore the source record for details and available documents.

Cleft Palate↗
PubMed1979

Verbal behavior and schizophrenia. The semantic dimension.

Through the use of computer analysis, the content of the speech of schizophrenics is shown to be distinct from that of the speech of nonschizophrenic psychiatric patients. The data shed light on qualities that delineate some aspects of "bizarreness" in speech of schizophrenics, provide some insight into the diversity of postulated "defects" in schizophrenic thinking, and provide further understanding of the diagnostic process in schizophrenia.

Adult↗
PubMed1979

Behavioral assessment for pediatric intensive care units.

Two studies were conducted to analyze behaviors of staff and patients on a Pediatric Intensive Care Unit (PICU). In the first study, behavioral observation procedures were employed to assess patient state, physical position, affect, verbal behaviors, visual attention and activity engagement, and staff verbal behavior. On the average, one-third of the patients were judged to be conscious and alert but markedly nonengaged with their environment. In the second study, a member of the hospital staff provided alert patients with individual activities to determine whether a simple environmental manipulation could positively affect behavior of children in intensive care. Employing a reversal design, the activity intervention was found to increase attention and engagement and positive affect, and to decrease inappropriate behavior. Both studies demonstrate that behavioral assessment procedures can provide an empirical basis for designing PICU routines affecting children's psychosocial status, and, thus, complement current procedures designed to provide quality medical care.

Adolescent↗
PubMed1979

Reducing inappropriate verbalizations of a retarded adult.

Social feedback was investigated as a treatment strategy for reducing inappropriate verbalizations by a retarded adult in a vocational-training program. Treatment procedures were introduced as a combination of three components: praise for not verbalizing inappropriately, reprimands, and instruction. Additional investigations were made into procedures for withdrawing treatment, while maintaining the corrected verbal behavior. Results of the study indicated that the social-feedback procedures were effective in reducing inappropriate verbalizations. Results of withdrawing all social-feedback components at once suggested that the treatment gains would not be maintained; however, fading social-feedback components sequentially was effective in maintaining low levels of inappropriate verbalizations. Further research into multiple-component training packages for changing and maintaining verbal behavior may provide a means for training more skills leading to job success for mentally retarded adults.

Adult↗
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↗
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↗
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↗
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↗
PubMed1977

Strategies and techniques for the reduction of sexual anxiety.

In this paper 14 anxiety-reduction techniques are discussed: use of bibliotherapy, use of audiovisual materials, in vivo desensitization via written, programmed exercises; self-exploration/masturbation training; orgasmic reconditioning; simulated orgasm experiences; implosion techniques; sex word desensitization; sexual assertion training; therapist modeling/self-disclosure; systematic desensitization; and cue-controlled relaxation. The sex therapist can integrate these techniques into the sex therapy contract with individuals or couples and use them either singly or in a sequential multiple technique format to reduce sexual anxiety.

Anxiety↗