Trevor F. Stokes

An operant pursuit of generalization

We outline some principles and tactics which are recommended as likely to facilitate the occurrence of generalization and maintenance in programs of clinical importance. In general, clinicians and researchers would do well to implement and analyze procedures that follow the generalization programming principles of exploiting current functional contingencies, training diversely, and incorporating functional mediators. More specifically, the tactical armamentarium should include contacting natural consequences, recruiting natural consequences, modifying maladaptive consequences, reinforcing occurrences of generalization, using sufficient stimulus exemplars, using sufficient response exemplars, making antecedents less discriminable, making consequences less discriminable, incorporating common salient physical stimuli, incorporating common salient social stimuli, incorporating self-mediated physical stimuli, and incorporating self-mediated verbal and covert stimuli.

Observations of parent-child interactions with hyperactive children: Research and clinical implications

Abstract This paper provides a review and summary of the functional relations and possible reciprocal effects that take place during interactions between Attention-Deficit Hyperactive Disorder (ADHD) children and their parents. Following a general description of an interactional model, direct observation, medication, and parent training research involving ADHD children and their parents is reviewed. Results indicate that the behaviors emitted by ADHD children and their parents are consistent with Pattersons coercion theory. Medication and parent training may be effective because they both interrupt coercive interactions by lowering the base rate of aversive behaviors, consequently reducing the frequency of behaviors that are negatively reinforced by the discontinuation of aversive responses emitted by another person. A final section focuses on research design issues and implications for treatment.

If I say I'll talk more, then I will. Correspondence training to increase peer-directed talk by socially withdrawn children.

Investigations of verbal control of behavior using correspondence training procedures have focused on the development of verbal control of nonverbal behavior. The present study targeted two socially withdrawn children, one diagnosed as developmentally disabled and one from a bilingual family. A multiple baseline design across subjects was used. Peer-directed talk during play was targeted. Criterion levels of peer-directed talk were established via observations of classroom peers who exhibited no behavior problems. Positive consequences were given to the children when they did what they said they would do; this effectively increased the frequency of talk for the children. All effects were maintained during less intrusive procedures following withdrawal of the corre- spondence training procedures.

Increasing a child's prosocial behaviors: positive and negative consequences in correspondence training

Correspondence training procedures were used with a young developmentally delayed child to facilitate peer directed talk in a preschool. The typical procedures that provide positive consequences for correspondence were not successful. Therefore, the contingency of a brief timeout for noncorrespondence was added in addition to the positive consequences. Increased verbalizations to peers occurred under these conditions. Generalized changes of increased proximity to peers and increased handraising and participation in groups were also documented. Behavior changes were maintained following the withdrawal of treatment procedures.

Preschoolers' Goal Setting with Contracting to Facilitate Maintenance:

The effects of goal-setting and child-teacher contracting procedures on the academic performance of 3 preschool children were examined. Goal setting produced substantial improvements in the quantity and quality of the childrens work, but did not facilitate maintenance when baselines were reinstated. When performance gains were not maintained following goal setting, a child-teacher contracting procedure was introduced sequentially across subjects using a multiple-baseline design. Contracting also led to improvements in work performance and resulted in childrens use of higher self-determined goals and maintenance in subsequent baseline conditions for 2 children. Both interventions increased on-task behavior and generalized to performance during regular work periods. Contracting procedures, however, appear to be a useful transitional phase in goal-setting interventions designed to produce durable effects with young children.

An Operant Pursuit of Generalization - Republished Article.

We outline some principles and tactics which are recommended as likely to facilitate the occurrence of generalization and maintenance in programs of clinical importance. In general, clinicians and researchers would do well to implement and analyze procedures that follow the generalization programming principles of exploiting current functional contingencies, training diversely, and incorporating functional mediators. More specifically, the tactical armamentarium should include contacting natural consequences, recruiting natural consequences, modifying maladaptive consequences, reinforcing occurrences of generalization, using sufficient stimulus exemplars, using sufficient response exemplars, making antecedents less discriminable, making consequences less discriminable, incorporating common salient physical stimuli, incorporating common salient social stimuli, incorporating self-mediated physical stimuli, and incorporating self-mediated verbal and covert stimuli.

Therapeutic Consultation in Pediatric Dentistry

The pediatric dental operatory is naturally a setting that is unusual for its young patients. Although the modern clinic is less foreboding than its predecessors, being cheerfully decorated with posters and housing numerous stuffed animals and other pleasant furnishings, it is not a place that is frequently visited, and it is a setting in which unusual procedures are conducted. The young child is required to lie helplessly on his or her back underneath an array of lights and instruments. Smiling adults in white coats insert strange and unusual items inside the mouth. The mouth must be kept open for long periods of time, even if it is held open mechanically. The sensations in the mouth are different, including the touch and vibration of the sharp and blunt instruments and the taste of chemicals, saliva, and blood. The sounds of the dental clinic are different. The drills whirr and the suction forcefully extracts saliva and other debris from the mouth. There is even a distinct aroma in a dental operatory. Modern dentistry has become a largely painless experience under the hand of a skilled practitioner. Yet given the assault on the child’s person, it is surprising that more children do not display serious behavioral problems while visiting the dentist.

Promoting oral hygiene in pediatric dentistry: A critical review

Abstract Dental caries have been described by the U.S. Surgeon General as the nations most common health problem. Also, up to 65% of children suffer from periodontal disease, another dental disorder that may result in tooth loss. Both of these disorders are directly attributable to the effects of dental plaque. The consensus is that the best way of controlling plaque is through brushing and flossing. Unfortunately, many of the studies designed to promote these oral hygiene behaviors have yielded either clinically insignificant results, or results that were not maintained after the termination of treatment. In this article, the literature on the effects of dental plaque, the assessment of oral hygiene programs, and the various treatment approaches for promoting oral hygiene are reviewed.