Charles H. Madsen

Behavioral Treatments for Heterosocial Problems Effects on Daily Self-Monitored and Roleplayed Interactions

Three group treatments for heterosocial problems (systematic desensitization, social skills training, structured homework with cognitive restructuring) were compared to an assessment-control condition. Extensive self-recording of naturally-occurring social interactions and roleplayed interactions in the laboratory provided data for the evaluation of treatment impact. Roleplay assessment of social behavior produced effects for repeated measurement but did not discriminate between treatment conditions. Analyses of covariance of daily self-monitoring data revealed treatment differences, but the covariate (baseline level of performance) was the largest source of variation. The importance of person variables or person-by-situation interactions is highlighted; suggestions for future research are discussed.

INCREASING COPING BEHAVIOR IN CHILDREN WITH AGGRESSIVE BEHAVIOR:: EVALUATION OF THE RELATIVE EFFICACY OF THE COMPONENTS OF A TREATMENT PACKAGE

An evaluation of the relative efficacy of the components of a treatment package for aggressive behavior was performed. Twenty-five males (ages 6-9) were selected on the basis of observation and teacher and peer ratings of aggressive behavior. Five subjects were assigned to each group; there were five groups: waiting list control, attention placebo, contingent reward, modeling, and modeling + rehearsal. Five-day baseline and posttreatment phases consisted of daily participation in a verbal taunting game (Goodwin & Mahoney, 1976). Each treatment group (10 days) particpated in a verbal taunting game receiving token reinforcement for coping. The modeling group viewed a 3-minute videotape of a coping model prior to participation, and the modeling + rehearsal group viewed the videotape and verbally rehearsed coping statements prior to participation. Generalization measures on the school playground were conducted throughout the study. The results indicate the effectiveness of contingent reward, modeling, and mod...

Prescriptive Teaching in Language Arts Remediation for Black Rural Elementary School Children

Thirteen rural black elementary children participating within a school program which already included individualized language arts instruction were given intensive additional remedial exercises within the regular classroom. A comparable group of five children served as controls. Children in the treatment group received psycholinguistic remediation based upon ITPA scores, linguistic patterning exercises and sound blending training. Visual strengths were used to help bolster auditory weaknesses and student motivation was increased through the application of techniques of behavioral reinforcement. Total Psycholinguistic Age (ITPA) was significantly higher for the experimental group following the three months treatment program.

Role playing and hypnotic susceptibility in children: II. An extension and partial replication

Abstract 34 children, 7 to 12 years old, received 2 role-playing tests in 1 session and the Childrens Hypnotic Susceptibility Scale (CHSS) of London (1962a) 1 week later. Performances were compared to a previous sample of 42 children who had received the same tests in reverse order of administration. Means of the role test were essentially the same in both samples. 1 of the role tests, Dramatic Acting, was unrelated to hypnotic susceptibility in both samples; the other, Hypnotic Simulation, was uncorrelated with overall susceptibility in the present sample, unlike the previous one, but seems to have inhibited 1 aspect (Subjective Involvement scores) of performance on the CHSS. Order of administration of the simulation test and CHSS also differentially affected some Overt Behavior item scores; CHSS functioned as a rehearsal for the subsequent simulation performances of low-susceptibles, and the simulation test had the same function for the CHSS performances of high-susceptibles.