The Behavioral Development Bulletin最新文献

{"title":"The construction and validation of a developmental test for stage identification: Two exploratory studies.","authors":"Hudson F Golino, C. Gomes, M. Commons, P. Miller","doi":"10.1037/H0100589","DOIUrl":"https://doi.org/10.1037/H0100589","url":null,"abstract":"The present work presents two exploratory studies about the construction and validation of the Inductive Reasoning Developmental Test (irdt), a forty-eight items test based on the Model of Hierarchical Complexity. The first version of the test was administered to a convenience sample composed by 167 Brazilian people (50.3% men) aged between 6 to 58 years (m = 18.90, sd = 9.70). The Rasch Model was applied, and the result shows reliability of .97 for the full scale. The Infit mean was .87 (sd = .28; Max = 1.69; Min = .39), and the person reliability was .95. The one sample t-tests showed significant spacing of Rasch scores between items of adjacent orders of hierarchical complexity, with large effect size. The second study was conducted in order to overcome some of the test’s limitations found in the first study. The revised irdt were administered to a convenience sample composed of 188 Brazilian people (57.7% women) aged between 6 and 65 years (m = 21.45, sd = 14.31). The reliability for the full scale was .99, and its Infit mean was .94 (sd = .22; Max = 1.46; Min = .56). The person reliability was .95. The one sample t-tests showed significant spacing of Rasch scores between items of adjacent orders of hierarchical complexity, with large effect size. The paper finishes with a discussion about the necessity and importance to focus on the vertical complexity of the items in any test designed to identify developmental stages.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130902809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fractal model of nonlinear hierarchical complexity: measuring transition dynamics as fractals of themselves","authors":"S. Ross","doi":"10.1037/H0100587","DOIUrl":"https://doi.org/10.1037/H0100587","url":null,"abstract":"Fractal transition theory and measurement enable fine-grained analysis of the most seemingly-chaotic of the developmental transition phases. The explication of the fractal nature of those transition dynamics informs study of learning, decision making, and complex systems in general. A hallmark of the fractal measure is the use of thesis-organized transition measures that are orthogonal to time. Using this method, unpredictable behaviors become “rational” when understood in terms of attractors within developmental processes. An implication for nonlinear science is to transform data otherwise interpreted as incoherent “white noise” into the coherent fractals of the “pink noise” dimension. By integrating Commons et al’s Model of Hierarchical Complexity ( mhc) and this nonlinear model of the fractal transitional orders of hierarchical complexity, a unified mathematical theory of behavioral development will be possible. Such a new formal theory would account for the entire span of behavioral development’s equilibrium states and phase transitions, from lowest to highest orders of complexity. The mathematical expressions for the transitional orders of hierarchical complexity must be developed and integrated with the existing mhc.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124705229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correspondence between some life-span, stage theory developmental sequences of stages and levels","authors":"Charu T. Tuladhar, M. Commons","doi":"10.1037/H0100586","DOIUrl":"https://doi.org/10.1037/H0100586","url":null,"abstract":"Good comparisons of development sequences have been made in the past. The model of hierarchical complexity is one developmental sequence which has often been compared to other developmental sequences including: Piaget & Inhelder (1969); Fischer & Bidell (1998); Colby and Kohlberg’s ( 1987a, 1987b) 9 point stages and moral maturity scores (mms) of moral judgment. However, Colby and Kohlberg’s 13 point scale has never been assessed in making comparisons to other scales. The current paper constructed a comparison table of all five models, including Colby and Kohlberg’s 13 point scale, which together cover the developmental stages of an entire life-span. Adjustments had to be made to the 9 point and 13 point scales. The formula, ohc = 3 + 2 * (Stage of Colby & Kohlberg’s), was introduced to demonstrate the relationship between the orders of hierarchical complexity and Kohlberg’s stages of development.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124519200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Furthering a behavior analytic account of self- control using relational frame theory","authors":"Autumn McKeel, M. Dixon","doi":"10.1037/H0100581","DOIUrl":"https://doi.org/10.1037/H0100581","url":null,"abstract":"The understanding of self-control from a behavior analytic perspective has developed over the past several decades. Researchers have refined the concept of self-control and developed empirical interventions to support the utilization of self-control training in translational and applied settings. This paper describes self-control training, how interventions have been implemented, and suggestions for future research. Future directions include implementing self-control training procedures from a Relational Frame Theory perspective.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116862885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stars that crash.","authors":"M. Commons, Lucas Alexander Haley Commons-Miller, Rnad Jihad Salaita, Charu T. Tuladhar","doi":"10.1037/H0100580","DOIUrl":"https://doi.org/10.1037/H0100580","url":null,"abstract":"The present study introduces a model explaining what leads stars to crash and assesses risk factors that lead stars to crash in a sample of 18 celebrities who have had a downfall. Downfalls include alcoholism, drug abuse or addiction, mental illness, myriad relationship problems, death, suicide or other life-changing disasters. First, the paper theorizes that individuals’ early environments and social forces, such as assortativeness and affiliation, contribute to their narcissistic traits. The model illustrates how these risk factors including narcissistic traits and the adult environments of stars lead them to engage in behaviors that lead to their downfalls. To examine the usefulness of this model, the paper examined the lives of famous celebrities (i.e., “stars”) who had public downfalls (n = 18) using secondary sources. It assessed the risk factors involved in the crashing of stars. In concordance with the proposed model, results showed that what the majority of these cases had in common were: Atypical early environments, such as abandonment and trauma, over-indulgent or absent wealthy parents, or an early career; and adult environment conditions, such as colluding social groups and entourages. These factors could be linked to stars having extramarital affairs damaging their marriage or careers; bankruptcy; or alcohol and/or drug addiction. In some cases these factors have led to stars having accidents, or deaths. Furthermore, the study shows that there is a positive correlation between the number of risk factors present and the severity of the downfall of the stars.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130440725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental behavior analytic therapy: Procedures and case studies.","authors":"M. Commons, Charu T. Tuladhar","doi":"10.1037/H0100574","DOIUrl":"https://doi.org/10.1037/H0100574","url":null,"abstract":"This paper discusses the case studies applying Developmental Behavioral Analytic Therapy (dbat), a new behavioral therapy with developmental underpinnings. It also lays out the sequence of procedures of this therapy. The procedures have been illustrated with examples from six case studies of individuals who have undergone the therapy. It also presents the methodology and results of intervention using dbat on those six individuals. With dbat, five out of the six individuals achieved their target behaviors and increased their developmental stages. The positive results yielded from this small sample suggest potential benefit and success of dbat therapy.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127323568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of intensive tact instruction with young children having speech delays on pure tacts and mands in non‑instructional settings: a partial replication","authors":"Jeremy H Greenberg, Wendy Tsang, Tracy Yip","doi":"10.1037/H0100572","DOIUrl":"https://doi.org/10.1037/H0100572","url":null,"abstract":"the present study is a partial replication of the intensive tact instruction tactic. Previous applications of this tactic have demonstrated improvements in the pure verbal operant behaviors of preschool students with autism and speech delays and in middle-school students with special needs (Pistoljevic & greer, 2006). t acts, mands, and conversational units have been increased across three non-instructional settings ( nis), before and after the mastery of five categories of pictures using 100 tact learn units. the participants in the present study included two boys and one girl with autism who ranged in age from six to nine years old and attended a private school in h ong Kong. the experimental design was a delayed multiple probe design across participants. All probe sessions were conducted for a cumulative time of 15 minutes including five minutes in each of the three nis. All three students were observed to emit significantly more tacts after mastering the 100 learn units through the intensive tact instruction. there were collateral effects observed in the number of mands emitted for two of the three students. the present study adds to the external validity of the intensive tact instruction tactic with an older age-range of students.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"2009 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125650166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Progressive time delay to remediate letter discrimination difficulty.","authors":"Joshua M. Hook, Michael D. Hixson, D. Decker, Katrina N. Rhymer","doi":"10.1037/H0100567","DOIUrl":"https://doi.org/10.1037/H0100567","url":null,"abstract":"A b st r A c t reading is hindered when students have difficulty discriminating letters. given their visual similarity, the letters b and d can be challenging for some individuals. Progressive time delay (ptd) was used to teach two first-grade students to discriminate between the letters b and d. During the procedure, a problem was presented and a prompt immediately provided. As students correctly responded to the problem, the delay between the problem and the prompt was gradually increased. student 1 mastered the discrimination after four sessions and skills were maintained. student 2 showed gradual improvement but continued to make some errors. implications for practice are discussed.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132940561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development of interests in children with autism: A method to establish baselines for analyses and evaluation.","authors":"Shahla Ala’i-Rosales, Nicole M. Zeug, T. Baynham","doi":"10.1037/H0100502","DOIUrl":"https://doi.org/10.1037/H0100502","url":null,"abstract":"SHAHLA ALA’I-ROSALES AND NICOLE M. ZEUG, THE UNIVERSITY OF NORTH TEXAS AND TANYA Y. BAYNHAM, UNIVERSITY OF KANSAS By definition, children with autism have limited interests. While considerable efforts have been directed toward the social and communication difficulties faced by children with autism, less attention has been directed towards understanding the development and acquisition of new interests. Such understanding may help autism interventionists establish increasingly diverse and complex interests thereby increasing reinforcing events, learning opportunities, activity participation, and social engagement. This paper describes an observational system for monitoring reinforcer diversity and event engagement during naturalistic teaching portions of an early intervention program. Data are presented for two children. It is suggested that such measures are necessary for two reasons. First, given the lack of empirical support and the importance of reinforcers, there is a need for measurement systems to monitor the development of interests in early intervention programs for children with autism. Second, there is a paucity of research addressing expansion of interests. Developing measurement systems increases the likelihood that evidence-based practices will emerge. Hopefully, these efforts will increase our knowledge, increase child preference for instruction, and open avenues for enhanced instructional and life opportunities based on expanded interests. By definition, children with autism have restricted activities and interests and appear to be motivated by a limited number of unusual events rather than motivated by the wide variety of events common to their peers without disabilities (American Psychiatric Association, 2000). It has long been recognized that the limited or unusual motivation observed in children with autism is a central concern having implications for intervention and for long-term outcome (e.g., Lovaas, et al., 1966; Ferster, 1961; Koegel & Egel, 1979). The purpose of this paper is to provide rationales for expanding the interests of children within early intervention programs, to highlight promising practices for expanding interests, and to offer a preliminary method for establishing baselines that capture the development of interests and allow practitioners to objectively evaluate the effects of their efforts to diversify the interests of the children they serve.","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121096698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of body-pressure intervention for self injury in autism.","authors":"S. S. Doughty, Adam H. Doughty","doi":"10.1037/H0100504","DOIUrl":"https://doi.org/10.1037/H0100504","url":null,"abstract":"","PeriodicalId":314223,"journal":{"name":"The Behavioral Development Bulletin","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121081725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}