Behavioral Marital Therapy: An Evaluation of Treatment Effects Across High and Low Risk Settings

The present study examined the generalization of treatment effects of a cognitive- behavioral treatment program for marital distress. Following a baseline phase, each of four couples received two phases of marital therapy within a multiple baseline across subject design. The first phase of treatment was behavioral marital therapy (BMT) focusing on communication and problem solving skills. The second phase was cognitive- behavioral marital therapy (CBMT) which focused on conflict management skills in high risk interactive settings at home. Couples’ communication was assessed in a training setting in the clinic and each of two generalization probe settings at home (a low risk and a high risk) setting. The BMT phase produced a clear reduction in communication negativity in the training setting which generalized to both the low and the high risk setting. The CMBT phase produced little additional changes in communication, however, it was associated with changes on a measure of positive and negative partner- referent thoughts

Evidence-based Kernels: Fundamental Units of Behavioral Influence

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior

An evaluation of three litter control procedures--trash receptacles, paid workers, and the marked item technique.

This study assessed the effectiveness of three litter control procedures on the grounds of a residential retardation facility. Fifty-seven areas were divided into five groups according to the amount of litter they contained. Daily litter counts were made in one randomly chosen area for four of the groups and weekly litter counts were made from one randomly chosen area from the fifth group. After the baseline period, trash receptacles were placed a high traffic areas on the grounds of the facility. This was followed by the payment of two resident workers for picking up trash. In the next phase, marked pieces of litter were placed on the grounds, and residents voluntarily collected litter and turned it in at a central location. When a marked piece was turned in, that resident received $1.00 and had his or her picture taken and posted. This phase was followed by a return to the trash receptacles phase and then a return to the marked item phase. The results indicated that the marked item procedure was effective in reducing the amount of litter on the campus grounds, but the use of trash receptacles and the payment of resident workers for picking up litter did not noticeably reduce the amount of litter. The results are discussed in terms of the cost effectiveness of the procedures

Self-control training in the classroom: a review and critique.

Self-control training in classroom settings is becoming widespread. Establishing effective self- rather than externally controlled behavior modification programs in schools would enable children to control their own academic and social behavior, while enabling teachers to devote more time to teaching. The following components of self-control are reviewed in the present article: self-recording, self-evaluation, self-determination of contingencies, and self-instruction. Self-control strategies designed for the maintenance of appropriate classroom behavior, and issues associated with self-control training, such as the reliability of self-observation, response maintenance, generalization, and the role of external control, are examined. Finally, suggestions for maximizing the potential effectiveness of self-control training in the classroom (e.g., teaching self-observational procedures, teaching students to provide themselves with instructions and praise), as well as future areas for experimental investigation (e.g., social changes that may be associated with self-control procedures), are presented

Treating overweight children through parental training and contingency contracting.

Fifteen overweight girls aged 5 to 11 yr were randomly assigned to one of two weight-reduction treatments: response-cost plus reinforcement, response-cost only, or a no-treatment control group. In the response-cost plus reinforcement group, parents contracted to facilitate their child's weight loss by carrying out reinforcement and stimulus control techniques, completing weekly charts and graphs, and encouraging their child to exercise. The response-cost only group parents did not contract to reinforce their child's performance. The response-cost program applied to both experimental groups was conducted in weekly meetings in which parents lost previously deposited sums of money. Twenty-five per cent was deducted for missing the weekly meeting, 25% for failing to fill out charts and graphs, and 50% if their child failed to meet her specified weekly weight-loss goal. At the end of the 12-week treatment period, both experimental groups had lost significantly more weight than the control group. After an eight-week, no-contact follow-up, some of the lost weight was regained. The response-cost plus reinforcement group was still significantly below the controls. The response-cost group just missed significance. A 31-week, no-contact follow-up failed to show a treatment effect, but did show a trend towards slower weight gain by the response-cost plus reinforcement group

Reducing severe diurnal bruxism in two profoundly retarded females.

Several diurnal audible teeth grinding (bruxism) was found to affect 21.5% of a profoundly retarded population. However, no previous research has treated bruxism in retarded individuals. In the current study a multiple baseline across subjects design was used to assess the effectiveness of contingent "icing," brief contingent tactile applications of ice, as a treatment for bruxism. Three 15-minute treatment periods and two 5-minute generalization periods were conducted 5 days per week. One resident displayed a 95% reduction in the percentage of intervals during which bruxism occurred during treatment periods and a 67% reduction during generalization periods. The other resident displayed a 94% reduction in the percentage of intervals during which bruxism occurred during treatment periods and a 53% reduction during generalization periods

Social skills training with children: proceed with caution.

Three learning disabled children, selected on the basis of peer sociometric ratings and teacher referral, received social skills training. A group training procedure consisting of coaching, modeling, behavior rehearsal, and feedback was used to teach children the target, behaviors of eye contact and appropriate verbal responses. The multiple baseline analysis across target behaviors was used to demonstrate treatment effectiveness on role-play scenes trained during treatment sessions. Duration of speech was measured as an untrained, corollary measure. The following measures were also obtained during baseline, posttreatment, and 1-mo follow up for experimental subjects and three control subjects: (a) performance on role-play scenes not trained during treatment sessions; (b) behavioral observations in a free play setting, and (c) sociometric ratings. In addition, the trained and untrained role-play scenes were administered by novel experimenters following treatment. The results indicated that socially unskilled, learning disabled children can be taught to respond appropriately to role-play situations. However, improved performance did not generalize to the natural school setting and treatment did not effect ratings of peer acceptance. The implications of these findings for future social skills training with children are discussed