Joseph R. Cautela

The development of a stress survey schedule for persons with autism and other developmental disabilities.

The Stress Survey Schedule is an instrument for measuring stress in the lives of persons with autism and other developmental disabilities. Development of the survey and analysis of the underlying measurement structure of the instrument is reported in three studies. Through the use of exploratory and confirmatory analysis procedures, eight dimensions of stress were identified: Anticipation/Uncertainty, Changes and Threats, Unpleasant Events, Pleasant Events, Sensory/Personal Contact, Food Related Activity, Social/Environmental Interactions, and Ritual Related Stress. These stress dimensions are highly relevant to the problems of autism and have not been addressed by other stress surveys. The information obtained from the Stress Survey can be used to plan for strategies to reduce the stress before it occurs or results in maladaptive behavior.

The Impact of Stress and Anxiety on Individuals with Autism and Developmental Disabilities

Stress and anxiety have historically played a role in many theories of personality and behavior. Both psychoanalytic theorists and behaviorists have postulated that anxiety is the central component of neurotic disorders. Operant investigators, however, have been reluctant to use the concept of anxiety either as an explanatory concept or in a descriptive manner.

Procedures to increase social interaction among adolescents with autism: a multiple baseline analysis.

Isolate behavior, impaired social relationships and lack of conversational skills are behaviors which characterize persons described as autistic. These deficits interfere with their effective integration into school and social environments. This study of three subjects investigates the use of imagery procedures, specifically, covert reinforcement, to increase peer verbal initiations in adolescents who are labeled autistic and concomitantly looks at the demand characteristics of therapist request. A multiple baseline analysis was used to assess the effects of individual training sessions on peer verbal initiations. The results demonstrate that verbal initiations can be changed in socially deficient adolescents labeled autistic.

behavior analysis, cognitive therapy, and covert conditioning

Branch (The Behavior Therapist 10, 79-84, 1987) and others have expressed interest in extending the behavior analytic framework into the realm of behavior therapy and private events. We point out that several imagery-based behavior therapy procedures such as systematic desensitization, implosive therapy, and covert conditioning were designed to be employed according to learning principles and that covert conditioning is specifically based on principles of operant conditioning. Since the covert conditioning model already combines the advantages of behavior analysis, behavior therapy, and imagery, covert conditioning, rather than cognitive therapy, should be considered by behavior analysts seeking ways to study and modify both private and public events.

An experimental study of covert extinction

Abstract A 2×3 study, using performance on a pseudo concept formation task as the dependent variable, tested the efficacy of covert extinction (CE). Groups received either CE instructions, overt extinction (OE) instructions, or no instructions, and either reinforcement or no reinforcement. The data revealed no significant difference between the unreinforced CE and OE groups, but did indicate significant differences between these groups and the unreinforced group receiving no instructions. Parallel results were obtained for the three similar reinforced groups. The conclusion, based on these data, was that CE was effective in facilitating the course of extinction whether or not the environment continued to provide reinforcement for the specific response.

Overview of Behavioral Treatment

The use of behavioral principles and procedures in treating maladaptive behavior has, at various times, been labeled behavior modification, applied behavior analysis, or behavior therapy. Although these terms have sometimes been used interchangeably, some distinctions can be made. Behavior modification is perhaps the broadest of the three terms, encompassing all behavioral procedures. Applied behavior analysis refers to applications of operant conditioning procedures to problem human behavior. The applications are very broad, not only encompassing the maladaptive behaviors that are the focus of this book, but also extending into other aspects of human endeavor, such as education, industry, environmental problems, and law enforcement. The term behavior therapy focuses on clinically relevant target behaviors. Behavior therapy has often been used to suggest the use of respondent procedures such as those developed by Joseph Wolpe (1958).

Chapter 15 – Covert Negative Reinforcement: An Experimental Test*

Ss in the experimental group were asked to imagine an idiosyncratic noxious scene the cessation of which would be contingent upon imagining a neutral stimulus (a ringing bell). This was repeated 30 times. A second group was asked to imagine noxious and neutral scenes in an unpaired manner. A third group received no imagery training. In the experimental test phase, all Ss were asked to estimate the size of circles to establish a baseline. With Groups 1 and 2, E said the word “bell” when the Ss either overestimated (during the over-estimation condition) or underestimated (during the under-estimation condition) the size of the circles. Deviation of the estimates of circle size was influenced by use of the word “bell” in Group 1 only supporting the covert negative reinforcement hypothesis.

Chapter 18 – An Experimental Study of Covert Extinction*†

A 2×3 study, using performance on a pseudo concept formation task as the dependent variable, tested the efficacy of covert extinction (CE). Groups received either CE instructions, overt extinction (OE) instructions, or no instructions, and either reinforcement or no reinforcement. The data revealed no significant difference between the unreinforced CE and OE groups, but did indicate significant differences between these groups and the reinforced group receiving no instructions. Parallel results were obtained for the three similar reinforced groups. The conclusion, based on these data, was that CE was effective in facilitating the course of extinction whether or not the environment continued to provide reinforcement for the specific response.