Alan Ralph

Social interactions of persons with developmental disabilities living independently in the community

Fifty-four adults with developmental disabilities living independently in three different communities were interviewed about their social interactions during seven consecutive days. Results indicated that most interactions were with other persons with disabilities, and almost half of those interviewed reported no interactions with persons without disabilities. Those living in an outer suburban setting had fewer interactions with persons without disabilities. Those who had lived previously in supervised group residences had more interactions than those lacking this experience, but these were mostly accounted for by interactions with other persons with disabilities. The main conclusion of the study was that integration of persons with developmental disabilities was not occurring at a satisfactory level, when judged by their interactions with persons without disabilities.

Peer interactions, self-concept, locus of control, and avoidance of social situations of early adolescents

Abstract Peer relationships of early adolescents have been examined from a number of perspectives, but no coherent picture has yet emerged. This study presents data obtained from 328 first-year students from four high schools in three different socioeconomic areas. The use of a week-long diary record to gather information to supplement the more traditional self-report questionnaires provided valuable additional data. The major findings were that scores from the three self-report questionnaires clustered on a single factor, with the diary data loading on three other factors, labelled Scale, Scope, and Enjoyment with respect to social interactions. Canonical correlation analysis revealed two dimensions of peer interaction associated with measures of self-concept. Although the overlap between peer interactions and self-concept was moderately high, the amount of variance explained in either direction was moderately low. Boys and girls who scored high on measures of self-concept had low external locus of contr...

The potential of correspondence training for facilitating generalisation of social skills

Recent research suggests that the effects of social skills training programmes are often not evident outside the training setting. Correspondence training has been advocated as a means of overcoming this problem, although few studies have demonstrated its effectiveness. Three intellectually handicapped adults were given social skills training. At other times, generalisation was tested during conversations with staff. Subsequent to mastery in the social skills training setting, behaviours that did not occur at criterion in the generalisation setting were selected for correspondence training. After correspondence training was introduced, targetted behaviours increased in frequency in the generalisation setting. These increases were maintained during follow-up sessions, which took place 1 month after the training programme ceased. The effects of correspondence training are examined in the context of previous reinforcement history, accuracy of reporting, and verification of performance in unobserved settings.

Measuring peer interactions using the adolescent social interaction profile

A structured diary was used to collect information about the informal peer interactions of 536 children in their final year at nine primary schools, and the findings compared with those from a previous survey of 328 children in their first year at four high schools. Measures of self-concept, locus of control, and social avoidance were also collected for both groups. Factor analysis of the data across the two samples produced the same four factors. These were labelled self-concept; and scale, scope, and enjoyment of social interactions. Popularity emerged as a fifth factor with the inclusion of additional sociometric data that were only collected for the primary school children. There were few cohort differences across samples on measures of self-concept or locus of control, although the older children reported greater social avoidance and higher scores on measures reflecting the scale and scope of their peer interactions. Other results indicated few consistent gender differences, except that girls reported greater anxiety in both samples. The findings are discussed within the context of identifying children at risk for rejection or isolation from their peers.

Variations of verbal behaviour and the assessment of social competence in dyadic interactions

Abstract Approaches to social skills assessment and training have generally failed to view behaviour in context or consider the contingencies of particular acts. The Verbal Interaction Analysis System (VIAS) is a new method of assessing social competence which is responsive to this criticism. Preliminary validation data are followed by data from a further two studies of dyadic interaction. In Experiment 1, 13 subjects participated in a sequence of 3 initial interactions with 3 different confederates. Interactions varied in their prearranged demand characteristics to which the VIAS proved sensitive. In Experiment 2, 19 subjects participated in initial interactions with a confederate. Confederates were covertly instructed either to talk predominantly about themselves, or to ask questions about the subjects. The resulting interactions produced significantly different outcomes for the two conditions when measured with the VIAS. Findings are interpreted to give support to the hypothesis that competence in inte...

Defining and Enhancing Competent Interview Behaviour Using the Verbal Interaction Analysis System

Abstract The development of a new approach to evaluating interpersonal competence is described and applied to job interviews. Preliminary validation data are reported for the Verbal Interaction Analysis System (VIAS) followed by a study which provides a more extensive follow-up investigation. In this study, 26 persons involved in personnel selection or training rated videotapes of eight subjects engaged in simulated job interviews. The subjects of the videotape recordings were selected as high- or low-competent in their interviews on the basis of prior scores generated by the VIAS. Mean ratings strongly confirmed the discriminative validity of the VIAS, despite the variability of responses made by raters. Findings are interpreted to give support to the hypothesis that competence in interpersonal interactions is determined by the effects that one participants verbal utterances have on those of the other participant and vice versa. Discussion is mainly concerned with how interviewees can make use of these ...

Discriminant validity of a measurement system for assessing social competence

A system of assessing social competence based on empirical analysis of a sample of non-referred subjects was applied to a group of subjects referred for social skills training. Scores obtained with the system discriminated between the referred and non-referred subjects. Data also supported the use of the system to evaluate changes which occurred during the course of the training program. However, this finding was not uniform across all subjects. Discussion centres on the variables which might account for this lack of uniformity and on further applications for the system as a research and therapy tool.

Assessment and training of functional conversation behaviour

Measures for the assessment of initial, dyadic conversations are critically reviewed, and an alternative approach is described. The Verbal Interaction Analysis System is illustrated by two case studies featuring mildly to moderately intellectually disabled adults. These studies show how the VIAS provides an index of competence and assists in the development of specific treatment strategies. Social validity is examined in each case, and suggestions are made for improvements to the VIAS.

Home–school reinforcement: A case study

Describes a home-based reinforcement program that was implemented to decrease classroom rule violations by a 16-yr-old boy with a long history of disruptive behavior in a secondary school classroom. The critical features of the intervention are discussed, including the fading procedure used to maintain the behavioral gains exhibited during the programs operation. The usefulness of minimal interventions, such as home-based reinforcement programs, in the management of problem behavior in schools is also discussed.

Social training for adolescents: Making positive steps

A rationale is provided for the development of a small group instructional approach to improving the competence of adolescents who reportedly experience difficulty making and maintaining friendships. Social problem-solving studies are briefly examined to provide support for such an approach, which is based on incorporating gradated in vivo assignments into the training process and using progress in these assignments as feedback for further assignment setting. The program, named STAMPS (Social Training for Adolescents: Making Positive Steps) is described in some detail and illustrated with data from a single case. Discussion deals with aspects of the program requiring further investigation, including the selection of peers as potential friends, and the need to modify the program to deal with broader adolescent issues including conflict with authority, teachers, and parents.