Browsing by Subject "Behavior modification"
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Item A cognitive and behavior modification technique using cognitive plus make-believe training for preschoolers(Texas Tech University, 1983-05) Lessenberry, Leigh AnnNot availableItem A cognitive-behavioral approach to social skills training with shy persons(1979-08) Haynes, Lynda A.; Avery, Arthur W.; Henton, June; Bell, Nancy; Coufal, Jeanette; Peterson, ArlinThe purpose of the present study was to develop, implement, and evaluate a social skills training program for shy persons. Subjects were recruited through newspaper articles and announcements describing the program. Twelve subjects (six males and six females) were given nine hours of social skills training while twelve other subjects (six males and six females) served as a wait list control group. Prior to and immediately following training, subjects completed self-report measures to assess social anxiety, cognitive self-statements, and perceived ability to actively participate in social situations. Results indicated that subjects in the experimental group, relative to the control group subjects, significantly (a) decreased their perception of themselves as avoiding social situations, (b)decreased their fear of negative evaluation, (c) decreased their negative self-statements, and (d) increased their perceived ability to actively participate in social situations. Discussion focused on the direction of future research in the area of shyness.Item Assessment and treatment of automatically maintained hand mouthing in individuals with developmental disabilities(2005) Cannella, Helen Irene; O'Reilly, Mark F.Research has shown that engaging in hand mouthing can be detrimental to an individual’s health, adaptive behavior, and social functioning, and interferes with participation in daily educational activities. Research also indicates that hand mouthing is most often maintained by automatic reinforcement (i.e., non-social contingencies). Functional analysis results have shown that automatically maintained behaviors may be differentiated (i.e., only occurs in the alone condition) or undifferentiated (i.e., occurs across all conditions), thus revealing two different classes of automatically maintained behavior. While numerous interventions have successfully treated hand mouthing, no studies have compared the effectiveness of a matched intervention across the two classes of automatically maintained hand mouthing. Therefore, the purpose of this study was to compare the effectiveness of a matched intervention across the two classes of hand mouthing in five individuals with severe to profound developmental disabilities. This was accomplished by performing functional analyses and preference assessments for each participant. A matched intervention was developed based on assessment results and focused on replacing the maintaining sensory stimulus of hand mouthing. The dependent measure was the percentage of intervals with hand mouthing, and data were analyzed using single-subject research designs. The matched intervention alone was effective at reducing the percentage of hand mouthing in four of the five participants. One participant required a more intensive intervention (i.e., matched intervention with DRO and blocking) to be implemented before decreases in hand mouthing were observed. Across the different patterns of behavior, the two participants with differentiated patterns showed immediate and durable decreases in hand mouthing. For the three participants with undifferentiated patterns of behavior, the intervention led to gradual decreases in hand mouthing, but for two of the three participants, the behavior was reduced significantly with the matched intervention. For the third participant with undifferentiated patterns, the matched intervention with DRO and blocking led to decreases in hand mouthing. The results, limitations, and future research will be discussed.Item Effects of time of day of a physical activity lesson on classroom behavior in elementary school children(2007-08) Grieco, Lauren Alexis; Bartholmew, John B.Optimal learning times exist for children during the school day, thus it is important to examine the factors that may modify learning. The ability of a child to control his behavior in the classroom is important to learning and academic performance. Physical activity is important for health but may also modify behavior. Through strategic placement of physically active lessons during the school day, academic performance through on-task focus may be optimized. The purpose of this study was to examine the differential effects of time of day and physical activity on the behavioral control of third grade children. Students (N=137) were observed before and after an active or control lesson in the morning and in the afternoon. A three-way (pre- vs. post-observation x time of day [morning vs. afternoon] x lesson type [active vs. control]) repeated measures analysis of variance compared time on task between observation periods. Results indicated a significant difference in time on task during the afternoon between the active and control lessons. Specifically, children significantly improved their on task focus during the afternoon upon following an active lesson when compared to controls. Thus, physically active lessons are useful in improving on-task behavior in the afternoon during subsequent academic lessons.Item An examination of the influence of the behavior altering effect of the motivating operation on the discriminative stimulus(2006) Edrisinha, Chaturi da Alwis; O'Reilly, Mark F.Item Increasing parental awareness of children's feelings in families of disabled children(Texas Tech University, 1979-08) Murphy, Cassie L.Tha purpose of the present study was to assess the effectivanass of a videotape developed for viewing by parents of disabled children. Tha program was designed to provide information which would increase parents': (a) parcaption of children's concerns and feelings, (b) ability to identify children's feelings, (c) acceptance of children's feelings, (d) awareness of negative feelings about having a disabled sibling, and (a) factual information. Tan married couples who ware parents of a disabled child and had at least one other child in the home ware shown a videotape. Siblings of Disabled Children. Major emphasis was placed on tha concerns and feelings of the nondisabled siblings. Comparisons ware made with a control group of ten couples who were given no treatment. One weak prior to and one week following training, subjects completed a series of paper and pencil measures on tha specified variables. Results indicated that parents who had viewed the videotape, relative to the control group, had increased their awareness about possible negative feelings their nondisabled children might have toward a disabled sibling. No significant changes occurred among tha four remaining variables. Discussion cantered around the need for more refined measurement techniques to assess changes in parents' perception of children's feelings, and tha need for alternate research designs utilizing a larger sample and the videotape in conjunction with other delivery modes.Item Measuring cognitive structure within type A individuals(Texas Tech University, 1989-05) Francis, Robert W.Throughout the past decade much research has been conducted in determining underlying cognitive correlates to the behavioral phenomenon known as the Type A (coronaryprone) behavior pattern. Recently, several therapeutic attempts at altering coronary-proneness have developed. Many of these rely on simplistic definitions of the attitudes determining the bases for Type A behaviors. The present research demonstrates the complexity of the underlying beliefs and attitudes governing categorized behaviors. Other variables such as self-efficacy, attributional style, self-monitoring thoughts, impatience, and competitiveness, have been included in order to determine if a cognitive style is prevalent for Type As. Many of the results point to the necessity for further research; however, the general conclusion is that persuasive attempts would be better served by examining in finer detail the belief systems of Type As as well as the underlying dimensions of the coronary-prone behavioral pattern through experiment rather than theoretical speculation. Overviews of the Type A behavior pattern, current modification therapies, and the cognitive social learning theory for the development and perpetuation of the pattern have been discussed.Item Parent-child interaction training: enhancing performance through influencing self-efficacy expectancy and outcome expectancy(Texas Tech University, 1987-08) Way, James HNot availableItem Predicting recidivism in delinquent adolescents in an in-home family therapy program(Texas Tech University, 2002-08) Aguirre, CarmenNot availableItem Self-monitoring to improve on-task behavior of a student with high functioning autism(Texas Tech University, 1997-12) Hyatt-Foley, Deborah AnnThe purpose of this study was to increase the on-task behavior of a 12 year old boy with high functioning autism. This study explored the effects of self-monitoring and selfgraphing on improving the subject's on-task behavior during large group Daily Oral Language, vocabulary and reading instruction. A changing criterion design was implemented over a period of 20 days. Generalization probes were conducted during social studies/health instruction. Results indicated that the subject's on-task behavior increased significantly over time, suggesting that self-monitoring and self-graphing could be an effective intervention for students with high functioning autism.Item The effects of parental involvement for children who are diagnosed with emotional and behavioral disorders(Texas Tech University, 2003-12) DeSoto, Jo BethCurrent literature regarding children with emotional and behavioral disorders contains vast amounts of information. Existing research focuses on triggering mechanisms for such disabilities, possible intervention tactics for addressing in-school issues, home environments as influencing factors, and parenting skills of those parents whose children misbehave. The process of involving family members in the educational and behavior management programs for students with emotional and behavioral disorders has received limited exploration. This study, therefore, focused on the process of training parents and students to deal effectively with behavioral outbursts at school and at home. Pretest data provided foundational knowledge of student behavior prior to the implementation of the intervention. The training process occurred over a ten-week period, with hourly sessions scheduled weekly. At the conclusion of the intervention process, a posttest evaluation was completed. The goal of this study was to evaluate student behavior, measure any and all changes that occurred during this process, and establish any possible correlations that may have existed between pre- and posttest scores. Pre-intervention checklists were completed by all parent and student participants during the first session to establish a baseline knowledge regarding student behaviors of concern. The Learning and Behavior Problem Checklist (Wunderlich, 1993) was used as an assessment tool. All of the checklists were scored manually and the information stored on the computer for easy access during future reference. Codes were assigned for each participant to maintain confidentiality throughout the study. Following the initial evaluation, the training process began. The Truthought Corrective Thinking Process (Yochelson, 1999) provided the materials utilized in each lesson. Participants attended ten, one-hour training sessions designed to teach and implement this behavior management program. Any changes in behavior noted throughout the study were recorded so that the researcher could examine underlying behavioral patterns that may surface. When the ten-week training program was completed, all participants completed a second LBPC (Wunderlich, 1993). The purpose in collecting post-intervention data was to measure change. These checklists were scored and recorded in the same manner as the pretest data. Finally, a correlational comparison was completed between pre- and posttest data to reveal any patterns of behavioral changes that may have resulted.Item The modification of attending behavior of children with attentional deficits and restlessness and children with restlessness alone(Texas Tech University, 1977-05) Sherman, Charles FrederickNot available