Results The results were analyzed by the Friedman analysis of variance (Bradley, 1969) for overall effect and the Pittman test (Bradley, 1969) for specific effects. The results (p < .05) suggest that both cubicle and reinforcement conditions controlled attending behavior when compared to baseline conditions. When cubicle and reinforcement conditions are compared to each other, the reinforcement condition produced significantly higher rates of attending. Analysis of the academic performance data indicated that only the reinforcement condi'tion increased academic performance. Dlacuulon The data in this study support the use of contingent reinforcement for academic performance as a primary classroom strategy that increases both academic performance and attending to task behavior. The study also replicates the finding of the Shores & Haubrich (1969) study, that cubicles increase attending behavior but do not increase academic performance. Based on the results of this study, classroom teachers should give serious consideration to the specific be-
haviors they wish to develop with the knowledge that the technique of contingent reinforcement seems to have the most beneficial effect upon both attending and academic performance. References Bradley, J. V. Distribution-free statistical tests. Englewood Cliffs, NJ: Prentice-Hall. 1968. Hall, R. V., Lund, D., 8r Jackson, D. Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1968, I, 1-12. Lovitt. T. C., &: Esveldt, K. A. The relative effects on math performance of single- versus multipleratio schedules: A case study. Journal of Applied Analysis of Behavior, 1970,4,261-276. Nolen, P. A.. Kunzleman, H. P.• 8r Haring, N. G. Behavioral modification in a junior learning disabilities classroom. Exceptional Children, 1967,34.163-168.
Shores, R. E., &: Haubrich, P. A. Effect of cubicles in educating emotionally disturbed children. Exceptional Children, 1969, 34, 21-24. PAUL A. HAUBRICH is Assistant Professor, Department of Exceptional Education, University of Wisconsin, Milwaukee; and RICHARD E. SHORES is Associate Professor, Department of Special Education, George Peabody College for Teachers, Nashville.
Self Control Techniques with the Mentally Retarded MICHAEL J. MAHONEY KATHRYN MAHONEY A relatively common feature of many forms of mental retardation is disproportionate dependence on parents and helping professionals for even the most simple behavioral performances. This is not only costly in terms of professional time and budgets, but it also encourages a style of functioning which impedes the development of individual responsibility. It thus becomes both an economic and therapeutic imperative that the retarded individual learn to direct and regulate significant aspects of his own behavior. Recent research in the area of behavioral self control has suggested that a promising technology of self regulation can be successfully applied to a wide range of subjects and behaviors (Thoresen & Mahoney, 1974; Mahoney & Thoresen, 1974), Although many of the
338
processes and parameters have yet to be identified, three practical components of successful self control have been suggested. One of these involves self observation-the systematic collection of information about one's performance. This strategy corresponds to a type of applied awareness in which the individual, as a personal scientist, monitors his behavior and the factors which may influence it (Mahoney, 1974). A behavior is sandwiched between two possible influences-its antecedents and its consequences. In self monitoring, the individual collects data on his own ABC's-antecedents, behaviors, and consequences. After self observation has indicated the ongoing state of affairs (behavioral frequency, systematic consequences, and so on), a self change strategy can be introduced, Most of these strategies involve one of two procedures-fa) alterations in the antecedent cues which precede (and influence) a be-
March 1878
havior, and (b) alterations in the consequences which follow behavior. In virtually all successful cases of self control, self monitoring, cue alteration, and consequence changes have been employed. A series of experimental probes during the last four years have suggested that the principles of behavioral self control may offer promising opportunities in both remedial and enrichment aspects of the retarded individual's life. Our preliminary inquiries have found that emotionally disturbed and mildly retarded individuals are often capable of developing responsible self regulatory skills in areas ranging from personal hygiene and aggression to academic performance. These observations are, of course, very preliminary in nature. Little controlled experimentation has been reported. Judging from findings in other areas and the positive outcomes of our initial efforts in this field, however, an empirical optimism seems justified. In addition to the practical economics of using the retarded individual as his own change agent, the therapeutic assets of improved maintenance, generalized problem solving, and personal freedom merit consideration. Through systematic training in behavioral self control, he hope-
Today, audio tapes are being used more and more for teaching, research. language laboratories. professional updating. speech therapy, and special education. Yet recorded speech plays back only about one-third as fast as most people can listen. Think how much more could be accomplished if people could listen at their 0IMl rate of understanding. the way good readers read.
Now people an do lust that, thanks to \laltspeedl1I
fully can take a more active and responsible role in his own growth and adjustment.
References Mahoney, M. J. Cognition and behavior modification. Cambridge MA: Ballinger, 1974. Mahoney, M. J., & Thoresen, C. E. Self control: Power to the person. Monterey: Brooks/Cole, 1974. Thoresen, C. E., & Mahoney, M. J. Behavioral self control. New York: Holt, Rinehart, & Winston, 1974. MICHAEL J. MAHONEY is Associate Professor of Psychology, and KATHRYN MAHONEY is a doctoral candidate, The Pennsylvania State University, University Park. Note: The journal receives many more mOlluscripts of interest and worth than space pl!fmits publishing in full. This deportment, In Brief, will present shortened versions of some ortides as recommended by associate editors. Authors have agreed to furnish interested readers with full copies of the popers if requested. The full length article must have been suhmitted for review and the authar(s} will prepare the Briefs.
reasonable in cost. Varispeech /I plays stanclard cassettes, but can also be used with phonograph or reel-to-reel tape recorders (and can record from various sound sources). for complete information on the remarkable Varispeech /I which lets people listen like they read. write to Lexicon. Inc.• 60 Turner Street, WIltham, Massachusetts 021 54. Or phone 617-891-6790.
This unique speech time compressor/expander plays recorded materials at one-half to NYc> and one-half times their original speed - without pitch distortion or Jossof speaker identification. In the compression mode. Varispeech " permits a full hour's lecture to be heard and understood in as little as 24 minutes. In the expansion mode. it allows a tape to be slowed down as much as 50% for note-taking or easier comprehension of syllabication and intonation.
Encourages wider use of recorded mateIiaIs Varispeech /I lets a student or other listener continuously adjust the tape's rate of playback to suit his OIMllevel of interest or understanding. The individual can scan certain parts quickly. then slow down the tape to more carefully scrutinize "meatier" sections. Compact. rugged. and reliable, Varispeech II is as easy to operate as a standard tape recorder. And thanks to new, advanced digital micro-computer technology it is also very
Exceptional Children
lexicon 339
haviors they wish to develop with the knowledge that the technique of contingent reinforcement seems to have the most beneficial effect upon both attending and academic performance. References Bradley, J. V. Distribution-free statistical tests. Englewood Cliffs, NJ: Prentice-Hall. 1968. Hall, R. V., Lund, D., 8r Jackson, D. Effects of teacher attention on study behavior. Journal of Applied Behavior Analysis, 1968, I, 1-12. Lovitt. T. C., &: Esveldt, K. A. The relative effects on math performance of single- versus multipleratio schedules: A case study. Journal of Applied Analysis of Behavior, 1970,4,261-276. Nolen, P. A.. Kunzleman, H. P.• 8r Haring, N. G. Behavioral modification in a junior learning disabilities classroom. Exceptional Children, 1967,34.163-168.
Shores, R. E., &: Haubrich, P. A. Effect of cubicles in educating emotionally disturbed children. Exceptional Children, 1969, 34, 21-24. PAUL A. HAUBRICH is Assistant Professor, Department of Exceptional Education, University of Wisconsin, Milwaukee; and RICHARD E. SHORES is Associate Professor, Department of Special Education, George Peabody College for Teachers, Nashville.
Self Control Techniques with the Mentally Retarded MICHAEL J. MAHONEY KATHRYN MAHONEY A relatively common feature of many forms of mental retardation is disproportionate dependence on parents and helping professionals for even the most simple behavioral performances. This is not only costly in terms of professional time and budgets, but it also encourages a style of functioning which impedes the development of individual responsibility. It thus becomes both an economic and therapeutic imperative that the retarded individual learn to direct and regulate significant aspects of his own behavior. Recent research in the area of behavioral self control has suggested that a promising technology of self regulation can be successfully applied to a wide range of subjects and behaviors (Thoresen & Mahoney, 1974; Mahoney & Thoresen, 1974), Although many of the
338
processes and parameters have yet to be identified, three practical components of successful self control have been suggested. One of these involves self observation-the systematic collection of information about one's performance. This strategy corresponds to a type of applied awareness in which the individual, as a personal scientist, monitors his behavior and the factors which may influence it (Mahoney, 1974). A behavior is sandwiched between two possible influences-its antecedents and its consequences. In self monitoring, the individual collects data on his own ABC's-antecedents, behaviors, and consequences. After self observation has indicated the ongoing state of affairs (behavioral frequency, systematic consequences, and so on), a self change strategy can be introduced, Most of these strategies involve one of two procedures-fa) alterations in the antecedent cues which precede (and influence) a be-
March 1878
havior, and (b) alterations in the consequences which follow behavior. In virtually all successful cases of self control, self monitoring, cue alteration, and consequence changes have been employed. A series of experimental probes during the last four years have suggested that the principles of behavioral self control may offer promising opportunities in both remedial and enrichment aspects of the retarded individual's life. Our preliminary inquiries have found that emotionally disturbed and mildly retarded individuals are often capable of developing responsible self regulatory skills in areas ranging from personal hygiene and aggression to academic performance. These observations are, of course, very preliminary in nature. Little controlled experimentation has been reported. Judging from findings in other areas and the positive outcomes of our initial efforts in this field, however, an empirical optimism seems justified. In addition to the practical economics of using the retarded individual as his own change agent, the therapeutic assets of improved maintenance, generalized problem solving, and personal freedom merit consideration. Through systematic training in behavioral self control, he hope-
Today, audio tapes are being used more and more for teaching, research. language laboratories. professional updating. speech therapy, and special education. Yet recorded speech plays back only about one-third as fast as most people can listen. Think how much more could be accomplished if people could listen at their 0IMl rate of understanding. the way good readers read.
Now people an do lust that, thanks to \laltspeedl1I
fully can take a more active and responsible role in his own growth and adjustment.
References Mahoney, M. J. Cognition and behavior modification. Cambridge MA: Ballinger, 1974. Mahoney, M. J., & Thoresen, C. E. Self control: Power to the person. Monterey: Brooks/Cole, 1974. Thoresen, C. E., & Mahoney, M. J. Behavioral self control. New York: Holt, Rinehart, & Winston, 1974. MICHAEL J. MAHONEY is Associate Professor of Psychology, and KATHRYN MAHONEY is a doctoral candidate, The Pennsylvania State University, University Park. Note: The journal receives many more mOlluscripts of interest and worth than space pl!fmits publishing in full. This deportment, In Brief, will present shortened versions of some ortides as recommended by associate editors. Authors have agreed to furnish interested readers with full copies of the popers if requested. The full length article must have been suhmitted for review and the authar(s} will prepare the Briefs.
reasonable in cost. Varispeech /I plays stanclard cassettes, but can also be used with phonograph or reel-to-reel tape recorders (and can record from various sound sources). for complete information on the remarkable Varispeech /I which lets people listen like they read. write to Lexicon. Inc.• 60 Turner Street, WIltham, Massachusetts 021 54. Or phone 617-891-6790.
This unique speech time compressor/expander plays recorded materials at one-half to NYc> and one-half times their original speed - without pitch distortion or Jossof speaker identification. In the compression mode. Varispeech " permits a full hour's lecture to be heard and understood in as little as 24 minutes. In the expansion mode. it allows a tape to be slowed down as much as 50% for note-taking or easier comprehension of syllabication and intonation.
Encourages wider use of recorded mateIiaIs Varispeech /I lets a student or other listener continuously adjust the tape's rate of playback to suit his OIMllevel of interest or understanding. The individual can scan certain parts quickly. then slow down the tape to more carefully scrutinize "meatier" sections. Compact. rugged. and reliable, Varispeech II is as easy to operate as a standard tape recorder. And thanks to new, advanced digital micro-computer technology it is also very
Exceptional Children
lexicon 339
