Florence R. Harris

Methodology for Experimental Studies of Young Children in Natural Settings

A method for the experimental study of young children in natural settings is described. These settings include the home, institution, school, and clinic as well as the behavior of parents, peers, and professional workers. Dominant stimulus and response events are assessed in preliminary observations which typically involve written accounts of the child’s behavior and the conditions under which it occurs. Subsequently, a behavioral code which specifies these events is constructed. The adequacy of the code is then tested and revised until independent observers reliably agree on the occurrence of the events. The training of observers, methods of calculating reliability coefficients, and the frequency of observations are discussed. The experimental design is a single subject strategy in which data are collected on individual children under four or more conditions to evaluate the functional relationships between behavior and environmental stimuli. During the first of these conditions, the baseline period, the field situation is left unchanged. Next, the variable of interest is manipulated to assess its effect on the behavior being observed. When response frequency has again stabilized, the conditions are changed to those that were in effect during the baseline period. In the fourth phase, the conditions of the first experimental period are reinstated. Ways of analyzing the data and interpreting the findings are also discussed.

Elimination of a child's excessive scratching by training the mother in reinforcement procedures.

Abstract It was hypothesized that one means of making professional service available to a greater number of individuals was through training the parents to use operant guidance techniques for dealing with the problem behavior of their children. A 5-yr-old girl whose face and neck as well as other parts of her body were covered with open sores and scabs from almost 1 yr of scratching herself was treated by the mother, who was trained to withhold all reinforcement contingent upon the childs scratching herself but to reinforce other, desirable behavior. As the scratching decreased, the mother was instructed in appropriate techniques for thinning out the reinforcement schedule. At the end of 6 weeks the childs face and body were clear of all scabs and sores. Four months later the scratching behavior had not recurred.

Application of operant conditioning procedures to the behavior problems of an autistic child: a follow-up and extension.

Abstract The modification of an autistic boys behavior in a nursery school setting is described. The procedures used to deal with his problem behavior such as tantrums, pinching and toilet training are discussed.

Effects of social reinforcement on operant crying

Abstract Two preschool boys who showed a high frequency of operant crying were helped to develop more effective responses to mild frustrations. Teachers systematically applied reinforcement procedures: gave no attention to outcries, unless the child was actually hurt, and gave immediate approving attention to every more appropriate response to mildly distressful situations. Within a week, operant crying had practically disappeared in each case. Reversal of procedures reinstated operant crying responses in Subject 1. Return to original procedures quickly reduced operant crying to a very low level, which was maintained during the rest of the year. With Subject 2, reversal of procedures raised the operant crying level for a few days. Then suddenly the crying dropped out. When the crying rate remained at practically zero for several more days, all procedures were dropped. Shortly, operant crying again rose. The original procedures were again applied. Operant crying quickly dropped and remained negligible during the rest of the school year. The studies indicated that frequent crying may be largely a function of adult attention.