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University of Southern California Dissertations and Theses
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Effects Of A Clinical Educational And Behavior Modification Program On The Classroom Behavior Of A Disturbed Adolescent
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Effects Of A Clinical Educational And Behavior Modification Program On The Classroom Behavior Of A Disturbed Adolescent
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I 70-25,043 LIEBERMAN, Jack Noel, 19 39- EFFECTS OF A CLINICAL EDUCATIONAL AND BEHAVIOR MODIFICATION PROGRAM ON THE CLASSROOM BEHAVIOR OF A DISTURBED ADOLESCENT. University of Southern California, Ph.D., 1970 Education, special University Microfilms, A X ER O X Company , Ann Arbor, Michigan Copyright by Jack Noel Lieberman 1970 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED EFFECTS OF A CLINICAL EDUCATIONAL AND BEHAVIOR MODIFICATION PROGRAM ON THE CLASSROOM BEHAVIOR OF A DISTURBED ADOLESCENT Jack Noel Lioboman A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ( Education ) June 1970. UNIVERSITY O F SO U T H E R N CALIFORNIA THE GRADUATE SC H O O L U NIVERSITY PARK LOS A N G ELES, C A L IF O R N IA 9 0 0 0 7 This dissertation, written by ............ under the direction of //la.... Dissertation C o m mittee, am i a p p r o v e d by ail its members, has been presented to and accepted by T h e G r a d u ate School, in partial fulfillment of require ments of the degree of D O C T O R O F P H I L O S O P H Y '7n«^o DISSKSTATION COM MITTEK PLEASE NOTE: Some pages have small and indistinct type. Filmed as received. University Microfilms TABLE OF CONTENTS Description Pago Number LIST OF FIGURES AND TABLES................. iv CHAPTER INTRODUCTION, Introduction to Problems Purposo Statement of Hypothesis II REVIEW OF THE LITERATURE Purposo The National Scope Extension of Environmental Structure Prediction of Reinforcers in the Social Envir onment A Novel Approach Toward Reinforcement Conclusion III METHOD................................... 16 Subject, Family Unit, and Case Background Description of Behaviors in Home and School Procedure (Experimental) Procedure (Observation) Classification of Behaviors Occurring in the School Environment XV RESULTS................................... 37 Psychometric Results Presentation of Behavioral Data Presentation of Statistical Hypotheses Results of Statistical Analysis Summary of Results of Statistical Analysis ii CHAPTER page Humber V DISCUSSION............................ 57 Summary of Results Discussion and conclusions Summary BIBLIOGRAPHY.................................... 79 appendix:........................................ ^3 Appendix I* Psychological and Educational Evaluation oC Rodney at age 9. Appendix II; Educational Evaluation of Rodney at age 8. iii LIST OF FIGURES AND TABLES Description Figure It Figure II: Figure III: Figure IV: Table l8 Table II: Table III: Pago Number Teacher's Tri-Weekly Report To parent For Reinforcing School Behavior in the Homo.......... . . ' < £ 1 Acquisition And Development of Reading Skill Behaviors In The Classroom.......................... / ( 1 Acquisition And Development Of Arithmetic Skill Behaviors In The Classroom............ A2 Acquisition And Development Of Social Skill Behaviors In The School Environment............... /+3 Summary Of Therapeutic Procedure And Comparison of I-Iome-Therapeutlc Program (Independent variables) With School Observation Time-Table Of Data Collection Of Selected School Behaviors (Dependent Variables). . 31 Listing And Classification of Be haviors Occurring In The School Environment (i.e., Dependent Variables) . ’................. 36 Statistical Comparison of Consec utive Time—Periods With Respect To Acquisition And Development Of Readingt Arithmetic, and Social Skills Behaviors In The School Environment.......................... 50- 51 Iv CHAPTER I INTRODUCTION Introduction to Problem In the past few years several investigations have been conducted, e, g. Haring and Philips (1962), Homme (1966), Hewott (1967), Nolen, Kunaelman, and Haring (1967), which have significantly increased adaptive social behaviors and educational skills of emotionally disturbed children in classrooms. Most of these studies, however, were experimental In nature in that the teachers (a) had extensive training in behavioral management of the classroom, (b) were given an unusual amount of gui dance and direction by psychological and special education personnel, and (c) used individualised programmed material for curriculum purposes. Haring and Fargo (1969) have indicated that the above-mentioned methods are beyond the present capability level of teachers of disturbed children in regular schools. They blame this state of affairs on the college training programs for teachers of the emotionally- disturbed, stating that the reason for failure of these programs is because* "Concern has centered primarily on the number and content of courses and the variety of experiences rather than on the competency of the educational pro duct" (p. 157). While the efficacy of special classes for the educationally and emotionally handiceipped have consist ently heen challenged, e. g. Kirk (1964), Hoelke (1966), Smith and Kennedy (1967), and Dunn (I960), the fact re mains that emotionally disturbed children continue to behave Inappropriately and underachieve whether they are placed in special classes or remain in the regular school classroom. In the face of such meager educational offerings for emotionally disturbed children in the public school, one alternate approach for education (suggested by Dunn, 1968) is the remedial services of the after-school or part-time special education clinic. Within the Los Angeles area today there are well over one hundred such privately and publicly supported educational and therapeutic institu tions that have been established during the past ten years. It is the assumption of most of these clinics that educational skills and/or adaptive behaviors can be established in a clinical setting which will transfer to the child's regular educational setting. In other words the educational premlae which these institutions are founded upon Is that an emotionally disturbed youngster who can read in the one-to-one teacher-otudent setting of the clinic will also significantly improve his reading in the classroom. Also, the adaptive behaviors which are developed and maintained in the highly structured clinical environment will be maintained in the child's regular classroom. An extensive review of the literature with respect to the education of emotionally disturbed chil dren did not produce a single case study to validate this transfer of behaviors assumption. While the efficacy of special classes for the educationally and emotionally han dicapped has been challenged constantly within the past ten years, educators have been remiss to the extent that there seems to be not even one single case study avail able to support the tenet that some process of transfer and generalization of behaviors from the clinic to the school situation exists. It is assumed by the present author that for treat ment procedures to have utility some process analogous to stimulus generalization must exist as a necessary condi tion. However, this process does not provide a sufficient condition for either the generalization or the persistence of treatment effects. Thus, Ebner (1967) showed that when a child's output of deviant behavior was changed, in some classrooms the sufficient condition for behavioral change was that the teacher and peer group altered their schedules of reinforcement. Whether these changes in reinforcement schedules facilitated or impaired the effects of a behavior modification program varied with the social setting (playground or classroom), and also as a function of whether the person interacting with the child was a teacher or member of the peer group. Thus, for the present, it is clear that there is no way of pre dicting in advance whether the social agents to be found in a classroom setting will support or impede the effects of a remedial program. Patterson, McNeal, Hawkins, and Phelps (1967) have stated that when adaptive behaviors occur at home, at school, or on the playground, their eventual position in the child's repertoire of behavior is a function of the consequences provided by the parents, teachers, or peer groups, respectively. In an effort to regulate the consequences provided for social behaviors in the class rooms of severely disturbed children, the present author has made several attempts at manipulating the relevant school social agents involved (i. e., the teacher and peer group). When this was tried with children in regu lar public school, it was found that administrative policy and/or lack of teacher cooperation in changing what was usually termed "her teaching methods", too often impeded program effectiveness (Lieberman and Sharpe, 1969). This being the case, it seemed more reasonable to design a remedial procedure which operated on a primary controller of behavioral consequences in the child’s home environment, his parents. Thus, the present study would be classed by Kanfer and Phillips (1966) as an example of an intervention ap proach in which the investigator altered the reinforce ment contingencies being provided by the parents, thereby changing the behavior of their own child. In the past few years there have been several reports of programs which have successfully shaped parents to function as behavior modifiers in applying the operant principles outlined by Skinner (1958) to the behavior of their own child, e.g., Patterson and Brodsky (1966), O'Leary, O ’Leary and Becker (1967), Hawkins, Peterson, schweid, and Bijou (1966), and Patterson, et al. (167). However, two major additions have been made in the present investi gation. The first was that the Investigator also used a process for teacher-training which was developed by Peter (1970), so that the parent was trained to teach the child the educational skills necessary for him to behave as a competent student in the classroom. Thus the parent was not only trained to alter the frequency of adaptive social behavior (as in the above studies), but was also given the training to simulate the teacher. The second major addition of this investigation was that the investigator also provided the parents with a performance report three times a week which was easily filled out by the child's classroom teacher. Thus the performance report enabled the parents to reinforce edu cational achievement and adaptive social behaviors occur ring in the classroom. Peter (1968) has stated that the five educational variables which have the highest priority in terms of their therapeutic relevance are* (1) the child's present functioning, (2) the specific objjectlves, (3) the de velopmental curriculum, (4) the eliciting events, and (5) the reinforcing events. The clinical teaching meth ods and the methods used in developing social behaviors during the present investigation were derived from these "diagnostic and therapeutic variables", while the idea of using the parent as therapeutic teacher and behavior mod ifier was borrowed from Patterson et, al. (1967). Purpose The purpose of the present investigation was to provide a clinical-type case study which would measure the changes of selected educational skills and adaptive social behaviors occurring in a severely emotionally disturbed child's school environment, when this child was given the benefit of a remedial and behavior modi fication program in his home environment* statement of Hypothesis The present investigation was designed to test the hypothesis that a severely disturbed adolescent's educa tional skill behaviors and adaptive social behaviors oc curring in his school environment could be significantly increased if: (a) a remedial teaching program were implemented which stressed the educational deficits of the child; (b) a behavior modification program were implemented in the home which differentially reinforced adap tive social behaviors similar to those observed as deficient in the classroom; (c) a school-home behavior modification program were implemented which differentially reinforced school grades; and 8 (d) the parents were trained to assume the roles of re medial teacher and contingency manager of the child's therapeutic program. CHAPTER II REVIEW OF THE LITERATURE This review i3 a survey of the literature for various clinical and educational applications of behavior modification techniques with emotionally disturbed chil dren in the regular classroom. It cannot be denied that an abundance of research reports does exist in applying behavior modification tech niques with emotionally disturbed children. The national scope of this research being demonstrated by the reports of Ayllon and Azrin of Anna state Hospital; Bijou and Peterson of the University of Illinois; Kerr, Meyerson, and Michael of Arizona State College; Baer, Girardeau, Lindsley, Risley, Spradlin, and Wolf of the University of Kansas; Allen and Harris, and Haring Kunzelmann, Lovitt, and Nolen of the university of Washington, and Lovaas of the University of California, Los Angeles. However, most of this research was undertaken in a care fully controlled, "laboratory-type" environment, where the lasting effects of the therapeutic procedures cannot be determined. Patterson et al. (1967) has stated; Traditionally, clinical psychologists have shown a curious aversion to Investigating a set of vari ables which would seem to be crucial to the devel opment of adequate treatment programs. This 10 perceptual selectivity in examining causal variables characterizes the thinking of both the traditional psychotherapists and the current behavior modifiers. Apparently it is the conviction of both groups of investigators that the effects of treatment will generalize and persist as a function of some lntra- organismic variables. Concepts such as "insight” or "stimulus generalisation" are regularly invoked as automatically provided for the generalization and persistence of treatment effects, (p. 181) Extension of Environmental Structures While some researchers might not wish to extend their Investigations beyond a "controlled" setting, Patterson et al- (1967) do not feel that generalized behavior patterns can be insured in the lab setting. They have assumed that for treatment procedures to have utility, some process analogous to stimulus generaliza tion must exist as a necessary condition. Since this process does not provide a sufficient condition for either the generalisation or the persistence of treatment effects, they conclude that it is necessary to introduce some variant of the stimulus generalization process to account for the Increase in occurrence of the socially adaptive behaviors in the social milieu. However, when these occur at or on the playground, their eventual position in the child*s repertoire of social behavior is a function of what consequences are provided by the parents, or mem bers of the peer group. If they are not positively II reinforced, then although technically generalization did obtain, in terms of practical social engineering, such short-term generalization is of little consequence. Effective social engineering would require not only that the effects generalize but that they persist. In this context, then, the members of the child's social environ ment are the final arbiters in determining the practical outcomes of intervention programs. This being the case, it seems reasonable to consider the reinforcement sched ules of the parents or the members of the peer group as representing the primary focus of an intervention program. Prediction of Reinforceers in the Social Environment There is, as yet, only a very limited technology available to be used in achieving the objective of pro ducing consistent changes in the schedules of reinforce ment used by parents or by members of the peer group, one of the first of /iuch investigations was carried on by O'Leary, O'Leary, and Becker (1967) in modifying a deviant sibling interaction pattern in the home environment of six and three year old brothers. These authors had reasoned that if behavior extinguished in the clinic received par ental reinforcement, it was likely that the problem behavior would be quickly reinstated. Thus, direct modification of children's behavior by paronts under a clinician'n guidance would seem to bo a vory useful approach. In reporting the Investigation, O'Leary ot al. (1967) stated that tho children'r j undonirablo behavior changed markedly an a result of a tokan roinforcomont system and a time-out from reinforcement procedure. Tho authors also indicated that according to parental and teacher reports, tho bohavior roinforead during tho axpar imontal hour did general Use to othor times and situations However, thogo authorg fallod to provide a bohaviora1 analyaio of tho generalisation procoduro to juotify thoir claim. Ebner (1967) showed that whon a child's output of deviant behavior was changed, in some classrooms tho tea chers and peer group altered their schedules of rein forcement. However, tho author did not clarify whether these changes of reinforcement schedules facilitated or impaired the effects of the behavior modification program with respect to the social setting (playground or class room), or was affected by whether the person interacting with the child was a teacher or a member of the peer group. Thus, it is clear that unless the social inter action is purposefully structured, there is no way of 13 predicting in advance whether the social agents to be found in a classroom setting will support or impede the effects of an intervention program. Use of the Premack Principle in an Experimental Classroom At the University of Washington Experimental Edu cation Unit, Nolen, KunsieImann, and Haring (1967) have used the Premack reinforcement system in setting up individualis:ed instructional programs for a junior high classroom. The subjects were eight junior high age stu dents admitted to the unit on the basis of having serious learning and behavior disorders. While the achievement of these students in one hundred days of teaching time might seem spectacular to the layman (i.e. Bix of eight S's achieved over two years in both reading and math), this sort of progress is not inconsistent with other re search using this approach (Wolf, 1965 and Homme, 1966). The above authors two principles in the explana tion of reinforcement contingencies in the unit*s class rooms. The first was the High Probability Behavior (HPB) Principle substantiated by Premack (1965) and Homme et al. (1963). Nolen et al. (1967) state that this HPB "occurs at a high rate prior to educational or clinical inter vention; it consists of those things the student most often choosas to do, providing a source for "natural" consequences for the manipulation and acceleration of low probability bohavior" (Nolen ot al. 1967). The aocond principle wan that the high probability bohavior and any othor consequences assumed to be "secondary ro~ lnforcers" ware ultimately acceptable in a traditionally organised classroom. Thlo procedure precludes tho use of candy, trinkets, or other "consumablo-manlpulable reln- forcars" (Bijou and Sturgos, 1958). In summarizing the actual HPB reinforcers that were moat often chosen by tho youngotora, Nolen et al. statei The junior high students' moot preferred choices for contingent high strength behavior centered on handicrafts, typing, woodworking, organized games, or science units. These choices were Gomowhet surprising to the teaching staff, who had made an effort to supply what are considered culturally determined "reinforcers" for adolescents by exten ding the available consequences to include slot cars, models, popular recordings, and teen maga zines, on the assumption that such choices would be replaced only by gradually shaping preferences for the more traditional school activities, (p. 159) Conclusion The evidence is admittedly unclear as to the opt imum arrangement of environmental conditions that can be used in support of the acquisition of educational skills for the disturbed child. However, it would seem that a system could bo devised which would incorporate any/ given experimentally successful olomont, o.g., uno of tho Promack Principle (Hommo, 1966) or use of a function al analysis of bohavior in diagnosing tho child's curront skill lovol (Bijou and sturgas# 1958). Such a ayotom has boon auggoatod by Potor (1969). CHAPTER III METHOD Subject, Family Unit, and Case Background The subject in this study was a ton-year-old boy named Rodney Zall. He is the second of three children in a middlo-class family. Rodney had boon brought to the Evelyn Frieden Center for Prescriptlvo Teaching {University of Southern California) because he was fail ing all subjects in his current educational placement. This placement was a special class for the Educationally Mentally Retarded (EMR) in a public school setting. Pre viously, Rodney had attended two private schools for the emotionally disturbed and had been evaluated by each (see Appendix). Description of Behaviors in School and Home Observation of Rodney, by the present investigator (E), in his EMR classroom and on the playground revealed patterns of anti-social and withdrawn types of behavior. During periods that the class was involved in group learning of educational skillB (i.e. Reading, Math, etc.) Rodney would sit and stare into space and doodle on his notebook, making no attempt to fill in the various types of instructional material with which he was presented. 16 17 Verbal structuring by the teacher was not followed by any noticeable increase in Rodney's filling out of his in structional material. However the teacher's interaction with Rodney usually led to a long conversation revolving about the subject of what Rodney was supposed to do and how he was supposed to do it. Mo attempts were made by Rodney to initiate conversation with peer group members and when spoken to by them his usual behavior was to either take no apparent notice or walk away from the situation. Recess and lunch periods were Bpent alone. Rodney would often play on several of the playground apparatus. However, when joined by a peer, he would leave the equipment. During periods of group perfor mance such as the traditional reading circle, Rodney's irrelevant behavior often increased to the point of in terrupting procedures, resulting in his either being sent to his seat to work alone or being sent to the office of the principal. Rodney's teacher stated that she had little evidence to support any conclusion of what Rodney's educational abilities were since he seldom performed any educational tasks. At home Rodney's mother stated that she was helpless in dealing with his tantrums, fighting, and disobedience. 18 Rodney often "picked on" his younger brother, teased his older brother, Interfered with his father's work around the house, Interrupted family conversations, kicked objects or people, called people rude names, and became very angry at the slightest frustration. He demanded attention almost constantly, and seldom cooperated with any family member. Home Procedure The following is a description of the steps taken in implementing a home remedial teaching and behavior modification program for Rodney. STEP 1-Aj Establishment Of The Home Teaching Program (HTP, see Table I) Initially, Rodney's mother (Mrs. Z) was enrolled in a teacher training course at the University of Southern, California, conducted by Laurence peter. This course uses simulation methods in training teachers of emotionally disturbed children. The use of operant conditioning methods, observation in the classroom, diagnostic teach ing, therapeutic teaching, designation of terminal and enroute objectives, were the procedures simulated in this course. At the same time Mrs. Z observed E teaching Reading 19 at the Frieden Center, University of Southern California. After one week of observation Mrs. 3 assumed responsibi lity for Rodney's remedial reading program with E acting as her master teacher. At this time a remedial arithme tic program was also implemented. Thus, Mrs. 3 taught reading to Rodney while E taught remedial arithmetic. Rather than at the University, Rodney's learning program was implemented in his home. During Rodney's remedial teaching sessions a HPB reinforcement system was used..Since one of Rodney's HPBs was that he demanded constant attention by adults, high probability social activities with adults were granted on a token-time basis. Thus, for each token given during this remedial lessons, Rodney was allowed a given number of minutes afterwards with an adult companion, doing an activity of his choice. Originally, these acti vities consisted of either playing football or going to a local donut shop. However, the HPB list soon expanded to such activities as walks around the neighborhood, checker games, visits to the local pet shop, and an extremely HP activity ws that of going to various gas stations and picking up the free road maps. 20 STEP 1-Bj Establishment Of A "Home Structure Program" (HSP, see Table I) From observing Rodney's behavior in the classroom# E decided the two social behaviors that Rodney would need to derive minimal social success in the classroom were: (a) The ability to respond appropriately to adult verbal structure and (b) The ability to work cooperatively with peers. In order to increase cooperative responses in the home# Mr. and Mrs. Z were shown (by E's demonstration and parent's imitation) how to use their attention and priase as reinforcement for these behaviors. The cooper ative responses which were reinforced were any instance of verbal utterances such as aksing for a toy# requesting parental help, and syaing "Please" and "Thank you". Also E continually stressed to the parents that these behaviors were to be used with each at all times, since an important way in which children learn is by imitation of adults. A check-mark system was also Introduced by E so as to increase the "cooperative-living" responses of both younger children (Rodney and his seven-year-old brother) in doing the "usual" dally chores (e.g., cleaning up their room, and taking out the garbage) around the house. The children seemed to have an aversion toward doing these chores since the mother had difficulty in getting them to Z L comply with her requests that the chores be done. At first only a single daily task for each child was assigned and written on a blackboard. Upon completion of the assignment, a checkmark was placed in a special column on the blackboard by the parents and the child was given verbal praise. This checkmark reinforcement was used in two ways. The first was that each child had to have re ceive his daily checkmark before he could outside and play or was allowed access into a room which contained all of their "free-time1 1 entertainment equipment (e.g., toys, games, hobby equipment, television set, radio, etc.). Also, the parents explained to the boys that the perpetra tor of any physical violence would lose all play privileges for that day. However, it was also stressed that either parent could be called in to settle the argument which would eliminate any loss of privileges. After several weeks the tasks and checkmarks were slowly increased so that in time the boys were able to do the routine household chores "expected" of boys their age (e.g., keeping their room clean, clothes hung up, etc.). The second way in which the checkmark system was used as reinforcement was that at week's end each boys allowance was granted contingent upon receiving a given 22 number of checkmarks. The number of checkmarks required to receive the allowance was regulated so that approxi mately eighty percent of assigned tasks throughout the week had to be accomplished. As the above checkmark program began to show a significant increase in assigned task completion (I.e., thirty percent of assigned tasks accomplished the first week to ninety percent accomplished by Rodney the third week- with the eighty percentile being criterion for assigning new daily task), the new tasks that were added to the program were of a "cooperative type" (i.e., wash ing and drying the dishes, or washing the family car, etc.). Also (after the third week of the program), rather than the parents writing the task on the blackboard, the tasks were verbally assigned each day, right after break fast. Thus the checkmark program was designed to increase Rodney's responses to the verbal structuring of his pa rents by two methods- (1) checkmark and verbal reinforce ment was given contingent upon daily completion of ver bally assigned tasks by the parents, and (2) requesting and responding to the parents* verbal commands when a conflict arose between the boys (e.g., during their play time activities), served as a deterrent to an aversive stimulus (i.e., loss of play privilege as described above). Also, since the tasks assigned in the program were of a cooperative nature, Rodney's cooperative be haviors were also Increased. STEP 2i parallel HTP With School Curriculum {see Table I) Observation of Rodney's EMR classroom guided E so that wherever possible, the home teaching environment was structured to emulate that of the school environment. Thus, when possible, Rodney used the same Instructional material as in his classroom. E following this arrange ment to the degree of giving Rodney his arithmetic assign ment, sitting across the room, and talking with Mr. Z while Rodney completed the assignment? since Mrs. K (classroom teacher) often assigned work to half her class, while lecturing to the other half. When Rodney's reading ability was a level where he was able to read approximately sixty percent of the words from his regular classroom reader (High Roads - Haughton Mifflin Pub. Co.), this book was introduced into his home reading lessons for approximately ten minutes per lesson. The balance of the lesson was spent on skill building 24- mat er la 1 such as graded programmed readers, vocabulary building games (using words selected from the school reader), and phonics games. As Rodney progressed, more time was spent on his school text. Also, other classroom reading material was added to his home program such as a weekly current event paper that Mrs. K often substituted for the text at Rodney's reading circle. As Rodney's arithmetic ability improved to the level of doing both complex addition and subtraction problems, one-half of his remedial arithmetic lesson consisted of doing problems sheets copies from Mrs. K's files at school. The other half of his lesson consisted of word problems from a programmed arithmetic text and working on multiplication skills. STEP 3j Implement Correlated Contingency Control Program (CCC) (see Table I) When E judged Rodney's reading and arithmetic skills to be equivalent to his class average the Correlated Con tingency Control grading system was initiated. This criterion was used in order to Insure that Rodney had the educational skills ability to gain initial success with the program of at least getting a "C" in his classroom subjects of arithmetic and reading. Correlated Contingency Control, as the term suggests, was implemented by both Rodney’s teacher and parents. Mrs. K (Rodney’s teacher) was asked if she would fill out a report card for Rodney three times a week. At first Mrs. K seemed hesitant. However, when she saw that filling out the report card (see Figure I) consisted of"making three checkmarks" (Mrs. K’s statement), she consented. The report card consisted of three things to be graded arithmetic, reading, and behavior. Next to each of these words was printed five letter grades (i.e., the usual A through F). A line was printed next to each letter grade so that all that was necessary in grading was placing a single checkmark by the desired grade. No specific instructions were given Mrs. K as to the grading criteria. The only explanation given was that the card to be filled out on Tuesday was for the Monday-Tuesday time period, the card filled out on Thursday was for the Wednesday—Thursday time period, and Friday's card was for the Friday time period. The E felt that Mrs. K would give the least resistance to a three-times per week progress report system. At home Mrs. Z (Rodney’s mother) had prepared a list of a number of HPBs that Rodney enjoyed doing over ?.G the week-end. Such things as going camping, going to Disneyland, having his bicycle fixed, visiting an aunt in San Diego, etc. were listed. The list was discussed with Rodney and he was told that if during the coming week all of his grades were C or better on the three cards he brought home that week, he would have his choice of doing one activity listed. Also, activities that were not listed or some item that we wanted (e.g., going to the beach, going to a baseball game, getting a model airplane, etc.) could also be added to the li3t provided that it was reasonable. Figure It Teacher's Tri-Weekly Report To Parent For Reinforcing School Behavior In The Homo Rodney &ail Date Daily Performance Behavior A___ B___ C___ D___ E___ F Reading A b' C d‘ e' F Arlth. A_ b" C d” e" f“ Clasa Teacher 2f t STEP 4t Fade-Out Of independent Variables (see Table I) Aften ten consecutive weeks of Rodney's maintaining 1 1 C" grades or better, the reporting of grades (see Figure I) from the school to the home was discontinued. During the first four weeks of home reinforcement for school behaviors an initial increase in adaptive social and edu cational skill behaviors was noted. Since these behaviors had become stabilized, the reporting system was withdrawn in order to determine if the effects would be maintained. At the same time that the reporting system was dis continued, Mrs. Z took complete charge of the Home Teach ing Program. During the final four weeks of the reporting system Rodney, upon coming home from school, had immedi ately begun his homework study whether E or his mother had been present or not. Thus, the role of teacher that the mother had assumed was, at the time of discontinuance of school grade reporting, that of helping her son with his homework when requested by him. Also Mrs. Z later reported that Mr. Z had been helping Rodney with his arithmetic homework since she "didn't understand that new math." Since the Home Structure Program had become a regu lar routine, Mr. and Mrs. 2 were given the option of main taining the system or discontinuing it. However, in 29 actuality, Rodney and Joe had become co-managers of the system to the extent of assigning themselves new tasks and new projects that had not been assigned by Mr. or Mrs. Z. An example of this was that Rodney and Joe had repainted and redecorated the room into which their play equipment had been placed. Rodney had explained to E that this was now the clubhouse of the "Space cadets." Patterson and Brodsky (1966) have indicated that in the past, most studies dealing with the extremely disturbed child have been limited in that the investi gators have followed the clinical tradition and provi ded only general descriptions, by the therapist or parent, of behavior change and have not adequately shown the persistence of treatment effect. Patterson and Brod sky cite Lazarus and Abramowitz (1962) and Patterson (1965) as examples of studies which do not provide adequate cri terion data. In order to avoid this error the present author has presented observational data (see Figures II, III, and IV) of the frequency of occurrence of selected adaptive behaviors and educational skills, totalling one hundred eighty-six hours of observation over a thirty- five week period. Thirty-six hours of this period (i.e., six weeks) was classroom observation of Rodney and occurred after the discontinuance procedures that have been described in step 4 (see Fade-Out Period- Figures II, III, and IV). In this way persistence of treatment could be tested. 31 TnKlo I • S u rrjiry Of T lic rn u cu tic P ro ced u re Anil Cc::,nerlc:.n Of liono-T hor.tncutlc F ro ,'r a n (in d e p e n d e n t V ariab le:;) Ifltli S chool 0tc c rv iitiu n T ire— Pablo Of Ikitn t'o llo c — t i o n Of S o la c tc d School iichnvior:; (Dependent V ? r l u b lc s ) Ti:S3AF!33TT(! PlOCm'P.:-; sciiror, r)'s:fiVAr .'Toi; ?i)r^TAB?Ji STEP A . n. c. STEP A. r.. c. l- A : 3!ainbllr1; "I' n Taschi h f ;"yo r-rr-.1 r (i ;7 i') Elicitnrs: appropriate instruct! e:r:l r.atorial to child’:; enter: a" level of t-d.avivr. EBD'a a s s o c ia te d v i t h a d u lt 'a t t r a c t i o n . F c h c v io ra l E U H r itp h .ir.l serl: (u ) r c a d in f (b ) n r ith .'- c tic 1-E : E a ln b lirh ";:o"c S tr u c tu r e P rO 'T ::;’^ :JP ) K l i e i l o r s : r o u tin e taskr. a t i.C’ .uj a p n ro n rin lc f o r c h i l d 's :i"0 c:;;l ’ih y cic n l a b i l i t y . Ik -in fc rc n r::: c n e c l f o r u ;c o f p i::" C ru in i- tic n t r.iid n ilo v .m c e , and v o r b tl y r n ir o r.:d a tt e n t i o n o f ; a r c n c s . B eh av io ral E h i l 's S o c ia l b e h av io rs r.ted cd f o r sc h o o l e< y e c .- r c y ; c i'o y v ra ti ve tu sk s v i t h Vtv.in; • r b r o ta c r ; a; u r o r r iu tu roracr.r.va to u n rc n ts vcr;-.;! s t r u c tu r e . Pa v i th E ruool C n r r ic u ltn and tain ? • ■.tiicacn in i -? . . I .l ic i tu r s : th o se : : : r.strue- 1 3 . C. STEP A. E. C. STEP t i c r .a l r a t . - r i a l and c la : r.rue. i t e a c h e r 1 a M ethods. Edir.forcors: ta-’d as in l-A Behavioral Skills l.vyhnsiced; Earc an in EVE? l-A. 3: In p it :;ont C o rre la te d C o r.tin rc rry C ontrol(C C u) I'ro rra y ; m a in ta in n ip an in SiiiP 2 ; and :.SP ;,s in SfkP 1 - 3 . L T ic ito r s : d a il y r.r.ri b i— d a ily ''r r a d d a '1 re p o rt f r e t: te a c h e r t o tv.rontsfr-co f i r * I ) - llo in fo rc c ro ; c h o ic e o f vook-eud fr.rJ.ly n c t l v i t y . B eh av io ral E ! :i l lr ‘ .tr-a a s in o d : ( o ) rc a riin y , (b ) a r i t h m e tic , nr.d ( c ) c la s s ro e :: b e h a v io r /(t Fade-O ut o f T h e ra p e u tic C o n tro l; d icc o n tim icn c a o f CC C syraclo re n o rtin ;: c y o tc n ; 3 f iv e s c o n tro l o f in i’ t o M other; f iv e s c o n tr o l o f i.'SP to p a ro n ts ( i . e . 1 3 d isc o n tin u e s a l l th e r a p e u tic a c t i v i t i e s w ith fa m ily ). P.ase-k-.te 3’ i-r* - d : S c h o d ffljscrvn— t i o n b:f:in r(n -.;s. 1 th r u A.). Obser v a tio n :;i:: b ra./!.-!:. S aao -itsto F c rlc d Data c o llo c tc d tc e e F in s. I l l , IV , and V) EmorHe.! P o rte d : ( v i a . 5 th ru 1?.) S chool O b serv atio n co n tin u e d (site l ir e ./ : .’: . ), Iv r.o d ia l j u r ie d D lc c r- V a tio n d a ta c o lle c te d ( s e o I-Jfa, I I I ,I V , and V ). T r m r.f.-r r r ' - d i (v’ -:s. 13 th ru I f ) S chool L'.'..v:-.*:..ioT: co n tin u e d ( s i x h r e . / s k . ) . V rsr.r.fer j t r i o t i cbBcr— v .atio n c- La e o llc c tc u U 'c o f i- T . Ill, IV, and V ). Echord Bf-tT:f o r c J'r - r n t Fer l r d : (v ]:r. 19 ti'.ru ^chool OLter-.v.tion co n tiiaicd (s i;: in rt./v :- . . ) . School E e in fo rc c r.ra t r o r ic d o b se rv a tio n d a ta c o lic c te d (c o e i i f n . I l l , IV, and V ), Fndn-Ont i'e r io d : (v h c . 30 th r u 35 ) E ciiool O b serv atio n c o n tin u e d (sL“ h r r ). Fade-O ut P e rio d obscrva t i o n d a ta c o lle c te d t h r u th e 35th wockCcco F i f s . I l l , IV , a td V). 32 Summary Of Observation Procedure With Respect To Thera peutic Procedure In order to determine the effects of the "Thera peutic Procedure" (see Table I) on selected behaviors occurring in the school environment (see Table II), E acted as an observer In Rodney's classroom. E observed Rodney's classroom and playground activities from a booth where he was not observed by Rodney. Rodney was observed at school for four weeks prior to the implementation of the "Therapeutic Procedure." This four-week time period was labeled as the "Base-Rate Period" (see Table I) and the observational data collec ted during this time is presented In Figures II, III, and IV. The school observations made by E during the six weeks following the "Remedial period" (see Table I) were designated as the "Transfer Period" and the observational data collected during this time period is presented in Figures II, III and IV. An addition to the "Therapeutic Procedure" was made during this period in that E attemp ted to approximate Rodney's classroom teacher's teaching methods while using similar instructional material as was used in Rodney's classroom. 33 The school observations made by E during the ten weeks following the "Transfer Period" were labeled as the "School Reinforcement Period" (see Table I) and the ob servational data collected during this time period is presented in Figures IX, III and XV, An addition to the "Therapeutic Procedures" (see Table I) was made during this time period. This addition consisted of a grade re porting system from the classroom teacher to the parents (see Figure I). The school observations made by E during the six weeks following the "School Reinforcement Period" was designated the "Fade-Out Period" (see Table I) and the observation data collected during this time period is presented In Figures II, III, and IV. During the "Fade- Out Period" E had discontinued all therapeutic activities with Rodney. Thus the data collected during the "Fade- Out Period" are a measure of persistence of treatment effect. In obtaining the classroom data (see Figures II, III, and IV), E made two observations per week of Rodney's school activities. Each observation was of a three hour duration. Each observation was of a three hour duration. These observations consisted of observing Rodney in his 3U classroom and on the playground from 8x30 a.m. to 11x30 a.m. for thirty-five weeks (less four weeks school vacation). Weeks number twelve, sixteen, seventeen, and twenty- nine were school vacation weeks, thus no classroom obser vations were made. During weeks number twelves and twenty- nine the "Therapeutic Procedure" (see Table I) was main tained in Rodney's home environment. However, during weeks sixteen and seventeen Rodney went to visit his grandparents, thus the "Therapeutic Procedure" was dis continued for these two weeks. Classification Of Behaviors Occurring In The School Environment Examination Table II reveals that the behaviors which were selected for school observation by E have been listed in two categories. One group of behaviors are labeled "Behavioral Transfer" and were so listed because these behaviors were taught in the home teaching program or reinforced in the home structure program. A second group of behaviors are labeled "Behavior Generalization" (see Table II). This group of behaviors is so designated in order to differentiate them from the behaviors listed under the heading "Behavioral Transfer". The behaviors designated "Behavior Generalization" were 35 neither taught in the home teaching program nor reinforced in the home structure program. However, it should be noted that both groups of behaviors are based on similar educational and social skills. 36 TAPIS XI: Ids ting rind Classification Of Behaviors Occurring In The School Environment (i.e., Dependent Variables) BEHAVIORAL TRANSFER Classroom Reading Skill Behavior Average Words Road / min* Errors / Total Words Read (%) Classroom Arlth. Skill Behavior Productive Arithmetic Time (min*) Arithmetic Problems Correct / Wk. Social Skills (structured) Correct Responses To Class Structure - Reading Period BEHAVIOR GENERALIZATION Reading-A3Boclated Behaviors Free Reading and Study Time (min*) Spelling Words Correct / Week Arlth*-Associated Behaviors Arith. Study and Games Time (min.) Social Skills (unstructured) Interaction With Peer3 (i.e., talk and play) During Recess (min.) Correct Responses To Class Structure — Arith* Period CHAPTER IV RESULTS Psychometric Results In order to ascertain the educational achievement that Rodney made during the thirty-five week time period in which the present investigation was conducted, the Wide Range Achievement Test (Level I) was administered twice to Rodney. The first administration of this test was one week before the "Base-Rate period" (see Table I) began. The second administration was one week after ter mination of the "Fade-Out Period" (see Table I). Results of the first administration of the Wide Range Achievement Test (WRAT) were 1.7 grade level equiv alent In Reading, a 1.8 grade level equivalent in Spelling, and a 2.0 grade level equivalent in Arithmetic. According to the normative scales presented in the WRAT Manual Jastak and Jastak, 1965), Rodney was at the 4th percentile in Reading (for his age group), the 4th percentile in Spelling (for his age group), and the 5th percentile in Arithmetic (for his age group). Results of the second administration of the WRAT indicated that Rodney achieved a 5.7 grade level equiva lent in Reading, a 4.9 grade level equivalent in Spelling, 37 3 f l and a 6.3 grade level equivalent in Arithmetic. The WRAT Manual Indicates that Rodney was at the 66th percentile in Reading (for hio age group), the 47th percentile in Spelling (for his age group), and the 77th percentile in Arithmetic (for his age group). The results of test-retest using the WRAT indicate that Rodney's achievement level made a 4.0 years achieve ment level increase in Reading, a 3.1 years achievement level increase in Spelling, and a 4.3 years achievement level increase in Arithmetic over a thirty-five week (i.e., 0.67 years) time period. The WRAT Manual indicates test-retast reliability coefficients of .99 in Reading, .98 in Spelling, and .98 in Arithmetic for Rodney's age group. Presentation of Behavioral Data Examination of Table I shows that observation of Rodney in his school environment occurred overa thirty-five week tlme-span. This time-span has been divided into five time periods in order to coincide with the various "steps" (see Table I) listed under the "Home-Therapeutic Proce dure" (i.e., except for the "Base-Rate period"). The "Base—Rate period" has no "Therapeutic Procedure" listed to the left of it since weeks one through four were prior 39 to the implementation of the "Therapeutic Procedure." Figures II, III, and IV are graphs of the weekly rate of occurrences of pre-selected educational-okills and social behaviors (see Table II) that were observed in the school environment. Note that the graphs of the educational-skills and social behaviors that appear In the top-half of Figures II, III, and IV are those "Be havioral Skills Emphasized" in the "Home-Therapeutic Procedure" (see Table I) and are listed under the heading "Behavioral Transfer" (see Table II). The graphs of the educational skills and social behaviors that appear in the "Home -Therapeutic Procedure" (see Table I) and are listed under the heading "Behavior Generalization" (see Table II). Figure II shows frequency graphs of Rodney's class room Reading and Reading-Associated behaviors, with re spect to the five above-mentioned time periods (see Table I). Figure III shows frequency graphs of Rodney's classroom Arithmetic and Arithmetic-Associated behaviors, with respect to the five above-mentioned time periods (i.e., Base-Rate Period, Remedial Period, Transfer Period, School Reinforcement Period, and Fade-Out Period; see Table I). Figure IV shows frequency graphs of Rodney's oocial-oklll behaviors during Arithmetic period, Reading period, and recess, with respect to the five previously mentioned time periods. j ,<r> .< .;' r .t ' ; t /a — Aojitlfil l i o n (till iV>vr>lo;r-..Til, nr M :t] 1 In Tim Clnum'Oon I S * < . > V . ' ■ * V * ' J * ' 1 n n . t * / o ' t o < 1 . ) 1 ) u 1 ; - P • > 1 u . t ‘ 1 1 1 , ’ r * ; i i * * i t " ’ I ' H * < » t T r : u - 3 t> £ c r t > e © _f' P-hc-^crzJAJri-ii P cs. . , r / a : i r ; : r A r tr S r .tiiz g . j ? a ---- -* Ur * ' * 7 a i . 1 , ; t . f ; - - -V f :. ■ tS'r f t ' j f l ' e r r . - - ( .Cf.iavjsr I r ' c r . t r i j izsT ' st) • - j ^ r / . ' A . T J t r : : ~ / l ssocrotcd — £=.*«w'ar_«“ . ....... 5 3 . Tahc {m/fn. ' ) s ; t ; —r ~ Ja.i—---> ; 1 j It j'riffirtf'C Pt‘ \ 'f CcrrteA t j : 1 1 \ \ x - 1 , i ; /■ | / A-'i r ' 7 s 0 * ■; 1' • 1 r d r - d ic T i m . •■' ;7 ■ ^ i ' i j< ' t w . * ; * : ( R tn 'c d /a i ! Period I ; . r o r ,s fe r ‘ I— School---------- : i.R t.tn1cr:cm ^ ‘ I F ' - Z r i - d ",-W I V . / A i 7 5 A , - i ) 11 a !3 A' ;r A .t ;fi ;?jc i/ 22 23 2‘ ^ 2'r A3 F lm roX V s A c q u ia itio n and U ovolofx^ont Of S o c ia l S k i l l L o h n v io ra I n Ttao S ch o o l ♦ ■ Environment ' o 3*fS * ^ 5 ' ' n CCr «r» > • [ * t - J — O’ - w ^ i 5 5. r ^ ^ O Mi ‘ r ^ u Preaentation of Hypotheses The Mann-Whitney "U" test (Siegal, 1956) was used to test the 1 1 null "hypothesis that the frequency distri bution of "Average Words Read/Minute" {for one week) {see Figure II) during the* (a) Base-Rate Period was equal to or greater than the frequency distribution of "Average Words Read/ Minute" during the Remedial period. (b) Remedial period was equal to or greater than the frequency of distribution of "Average Words Read/ Minute" during the Transfer Period. (c) Transfer Period was equal to or greater than the frequency distribution of "Average Words Read/ Minute" during the Schoo1-Reinforcement Period. (d) Schoo1-Reinforcement Period was equal to or less than the frequency distribution of "Average Words Read/Minute" during the Fade-Out Period. The Mann-Whitney "U" test was used to test the "null" hypothesis that the frequency distribution of Reading "Errors/Total Words Read" (during one week) (see Figure II) during thei 45 (a) Base-Rate Period was equal to or less than the fre quency distribution of "Errors/Total Words Read" during the Remedial Period. (b) Remedial Period was equal to or less than the fre quency distribution of "Errors/Total Words Read" during the Transfer Period. (c) Transfer Period was equal to or less than the fre quency distribution of "Errors/Total Words Read" during the School-Reinforcement Period. (d) School-Reinforcement Period was equal to cr greater than the frequency distribution of "Errors/Total Words Read" during the Fade-Out Period. The Mann-Whitney "U" test was used to test the "null" hypothesis that the frequency distribution of "Free-Choice Reading Time (mins./week)1 1 (see Figure II) during the* (a) Base-Rate Period was equal to or greater than the frequency distribution of "Free-Choice Reading Time" during the Remedial Period. (b) Remedial Period was equal to or greater than the frequency distribution of "Free-Choice Reading Time" during the Transfer Period. (c) Transfer Period was equal to or greater than the frequency distribution of "Free Choice Reading Time" during the Schoo1-Reinforcement Period. (d) School Reinforcement Period was equal to or less than the frequency distribution of "Free-Choice Reading Time" during the Fade-Out Period. The Mann-Whitney "U" test was used to test the "null" hypothesis that the frequency distribution of "Spelling Words Correct/Week" (see Figure II) during the* (a) Base-Rate Period was equal to or greater than the frequency distribution of "Spelling Words Correct" during the Remedial Period. (b) Remedial Period was equal to or greater than the frequency distribution of "Spelling Words Correct" during the Transfer Period. (c) Transfer Period was equal to or greater than the frequency distribution of "Spelling Words Correct" during the Reinforcement Period. (d) School-Reinforcement Period was equal to or less than the frequency distribution of "Spelling Words Correct" during the Fade-Out Period. The Mann-Whitney "U" test was used to test the “null hypothesis that the frequency distribution of "Number of Arithmetic Problems Correct/Week"(see Figure III) during the* (a) Base-Rate Period was equal to or greater than the frequency distribution of "Number of Arithmetic Problems Correct/Week" during the Remedial Period. (b) Remedial Period was equal to or greater than the frequency distribution of "Number of Arithmetic Problems Correct/Week" during the Transfer Period. (c) Transfer Period was equal to or greater than the frequency distribution of "Number of Arithmetic Problems Correct/Week" during the School-Reinforce ment Period. (d) School Reinforcement Period was equal to or less than the frequency distribution of "Number of Arithmetic Problems Correct/Week" during the School-Reinforce- ment Period. The Mann-Whitney "0" test was used to test the "null hypothesis that the frequency distribution of "Productive Arithmetic Time" (mins. per week) (see Figure ill) during (a) Base-Rate Period was equal to or greater than the frequency distribution of "Productive Arithmetic Time" during the Remedial Period. (b) Remedial Period was equal to or greater than the frequency distribution of "Productive Arithmetic Time" during the Transfer Period. (c) Transfer Period was equal to or greater than the frequency distribution of "Productive Arithmetic Time" during the School-Reinf or cement Period. (d) School-Reinf or cement Period was equal to or less than the frequency distribution of "Productive Arithmetic Time" during the Fade-Out Period, The Mann-Whitney "U" test was used to test the "null" hypothesis that the frequency distribution of "Free-Choice Arithmetic Time" (mins. per week) (see Figure III) during thet (a) Base-Rate Period was equal to or greater than the frequency distribution of "Free-Choice Arithmetic Time" during the Remedial Period. (b) Remedial Period was equal to or greater than the frequency distribution of "Free-Choice Arithmetic Time" during the Transfer Period. (c) Transfer Period was equal to or greater than the frequency distribution of "Free-Choice Arithmetic Time" during the School-Reinforcement Period. (d) School-Reinforcement Period was equal to or less than the frequency distribution of "Free-Choice Arithmetic Time" during the Fade-Out Period. The Mann-Whitney "U" test was used to test the "null" hypothesis that the frequency distribution of "Correct Response to Classroom Structure During Arithmetic Period" per week (see Figure IV) during the* (a) Base-Rate Period was equal to or greater than the frequency distribution of "Correct Responses To Classroom structure During Arithmetic period" during the Remedial Period. (b) Remedial Period was equal to or greater than the frequency distribution of "Correct Responses to Classroom Structure During Arithmetic Period" during the Transfer Period. (c) Transfer Period was equal to or less than the fre quency distribution of "Correct Responses to Class room Structure During Arithmetic Period" during the Schoo1-Reinforcement Period. TriMf-XTl: Statistic;.! Ccrparison Cf Cor.r ■ votive C7-r:—-ainr. 7i:x-Pr.ri cds Coco -I".77; 7ith Respect 7o Rodney's A c ra isio ic n And Icvcl.vv-'.r.t Of 77::;’In ", A r ia l.- S tic ,' and S o c ia l S k ill TVn.-.vit.rc In Vj:v Svhoal 7 r.v iro rr.crt f t . ; I' .i, 77, n r.d lT .j Pore—Oh t a Pcr.edicl Remedial 7:-:.rf;r Tr.-.r-nfer Schcol Trir— School Rai • Period WITH Period Period Will Nrisd Period 7177 fovea Period fcrca Peri EBASi 1 7 7 (Tronnfor ) S ari -A 7—" p Average Vd3. R ead/ S i s . a t .056 le v e l S i r . a t .075 le v e l d ig . a t . 2 le v e l :f.S . n in . Pm cra S Ig . a t .003 le v e l S Ig . a t .O il le v a ! S ig . a t .71 le v e l " R .S. T o tal Vos. Read rP77Di;'3 (Generali- -T ree-C h o ice1 ' Read in g T ina 1I.S. S ig . a t .05 le v e l S ig . a t .071 le v e l g . s . S p e llin g Words Cor r e c t / Week R .S, S i r . a t ,C5 le v e l S ig . a t .001 le v e l R .5 . A P n iH im c tlv r.rs fe r) g A ritfc. P ro b s. C a r- _ ro o t / " k . S ig , a t ,003 le v e l S ig , a t .7 0 ; le v a - S i r . a t .u2? le v e r n .S . Pro d u ctiv e A rith m etic _ Tir.e S ig . a t .003 le v e l S ig . a t .003 le v e l - . * . -* —• Ar IT-R ITTIG(Generali- ro t I or.; T re e -C h o ic e 1 1 A rith m etic T iro SCCIAL SKI'LL PT T H A V IO R (Pro nr far; Ji.S. s . s . S ig . a t .101 le v e l 5 .S . C o rre ct Responses To C lcs3 S tru c tu re a ir in g S i.-, a t .01 le v e l x .S . Beading P erio d S ig . a t .012 l e v e l S ig . a - > c-------- Continued tit I.e st Page T J l o C l f j Tntlo l l i : Corrtiraod Ease-R ate R c s e ilc l Remedial T ra n sfe r T ra n s fe r Ssr.col R ain- Sehccl E sin - Pads-Cnt Period VXTa Period P erio d "JIT -: P erio d Period t~ m fo rc e P erio d fo rc e Period ' -IT -: P erio d s o c t .u , s : : n x r-::v .v :c? . tT rr.r.sferJ i C o n tir-cd C o rrect Responses To C lass S tm c tu ro During A rith m etic P erio d S ig . a t .0 1 7 le v e l S ig - a t .CA6 l e v e l S ig . o t .0 1 le v e l T -3. SCCI.II. STILT. r'TAVIOR (GeneraliraslorT C ooperative F lay During access ;:.S. T.S, ^i-E* ts .3j± le v e l T.5. T u ll H ypothesis(D irec— ^ ^ tic n ) * A lte rn a te H ypothsis ( d - ^ ^ re c tiq n } •ex cep t f o r t Errrrk T o ta l Wds. Head ^ S i r . — S ig n ific a n t H .S.— Hot S ig n ific a n t / (3 52 Renulta of Statistical Analysis The results of the statistical analysis is presented In Table XII, Examination of tho top row (i.e., horisson- tal arrangement) indicates the consecutive comparison of the five observation time periods listed in Table I, Tho left-hand column (i.e., vortical arrangement) is a listing of the "pre-selected" behaviors from Table II, Tho raw data used in the statistical analysis was obtained by ob serving Rodney in his school environment for a thirty-five week time period and was taken from Figures II, III, and IV, Since at the bottom of Table III is a listing of /the directionality of the "null" and "alternate" hypotheses for each column, this table is a statement of the results of statistical findings of the forty hypotheses listed above. In the left-hand column, top row of Table III is listed "significant at ,036 level." This significance level indicates that the frequency distribution of "Average Words Read/Minute" during the Base-Rate Period (i.e., weeks one through four) was "significantly" less than the frequency distribution of "Average Words Read/ Minute" during the Remedial Period (i.e., weeks five through twelve). Summary of Results of? statistical Analysis Analysis of Rodney's Reading rate during tho claos- rooni Reading period showed a significant improvement in speed of Reading during tho Remedial Period {i.e., weeks five through twelve) when compared with tho Base-Rate Period {i.e., weoks one through four). Significant im provement in Reading rate also occurred during the Trans- for (i.e., weeko thirteen through eighteen) and School- Reinf or cement (i.e., weeks nineteen through twenty-eight) Periods. During tho Fade-Out Period (i.e., weeks twenty- nine through thirty-five) Rodney's rate of Reading was maintained. The percentage of Reading errors made by Rodney during his Reading period showed a significant decrease during the Remedial Period when compared with the Base- Rate Period. A significant decrease in Reading errors were also shown during the Transfer and School-Reinforce- ment Periods, with an extremely low rate of reading errors being maintained during the Fade-Out Period. Analysis of Rodney's classroom Spelling tests in dicated that he did not achieve a significant increase in words spelled correct during the Remedial Period when compared with tho Dano-Rato period, However, a aignifi- cant incroaoo in spelling irordo corroct wan shown during tha Transfer and School-Reinforcomant Periods. Rodney'n rato of wordo spelled correctly wan maintained during tho Fade-Out Period. Tho froquency of timo spent Roading during Rodney's l 'froo-tinio" in clans wan not significantly greater durincj tho Remedial Period when compared to the Dane-Ruto Period. However, "free-time" cXansroom Roading showed significant increases durincj tho Transfor and School-Reinforcement Periods. Rodney's use of "froe-timo" in clans in order to read was maintained during tho Fade-Out Pariod. Rodney's Arithmetic achievement, which measured by the number of problems correct per week and by productive class time during Arithmetic period, Increased significant ly during the Remedial period when compared with tho Base- Rate Period. A similar increase in the rate of these two factors occurred during tho Transfer Period. However, during the School-Reinforcement Period productive work time in class was maintained while the number of problems correct per week was increased significantly. During the Fade-Out Period, the levels of both these factors were maintained. Rodney's uao of his "froe-timo" in order to study Arithmetic did not show oignf leant, increase during the Remedial Period whon compared to the Base-Rate Period. Also, no aigniflcant lncreaae in freo-time Arithmetic study was observed during the Transfer Period. However, a significant increase in "freo" class time time Arith metic study was observed during the School-Rolnforcement Period. This level was maintained during the Fade-out Period. The frequency of Rodney's appropriate social re sponses during Reading and Arithmetic periods in the classroom showed significant Increase during the Remedial Period when compared to the Base-Rate period, signifi cant increases of appropriate classroom social responses were also observed during the Transfer and School-Rein- forcement Periods. The frequency of occurrence of appro priate social behaviors during Reading and Arithmetic Periods was maintained during the Fade-Out Period. Peer group interaction time (i.e., playing with other children) during recess was not increased signi ficantly during the Remedial period when compared with the Base-Rate Period. Similarly, Rodney's interaction 56 with his peers during recess did not increase significant ly during the Transfer Period. However, during the School- Reinf orcement Period a significant increase in playground peer-lnteraction was noted. This level of interaction was maintained during the Fade-Out Period. CHAPTER V DISCUSSION Summary of Results During the thirty-five week period of the present investigation Rodney show a net gain in education skill achievement of four years in Reading, three years and two months in Spelling, and four years and three months in Arithmetic. At the start of this investigation Rodney's classroom placement was in a class for the Educationally Mentally Retarded. His classroom functioning was that of a student who: (a*) was failing in all academic subjects, (b) seldom (if ever) attempted an activity involving some educational skill during free—class time, and (c) argued with peers, talked back to the teacher, and never parti cipated in social interaction on the playground or in class. When this investigation was terminated, Rodney's school functioning was that of a studen who: (a) dis played educational skills that were "average" for his age, (b) spent approximately seventy-five percent of his free-class-time engaged in study, (c) was cooperative and polite in his interaction with the teacher and well inte grated into class social activities both in the classroom and on the playground, and (d) had been referred to the school psychologist because his teacher had recommended Rodney for a transfer to the regular school program. 57 58 Discussion, Conclusions, and Suggestions for Further Research Having summarized Rodney's significant school achievements over a thirty-five week time-span, can it be assumed that these gains were a function of intellec tual and social development due to psychological matura tion? Or, were these educational and social gains pri marily due to the clinical intervention procedure imple mented in Rodney's home? One method of determining the effects of the therapeutic procedure would have been to use a treatment group that had had the benefit of a home remedial program. This group would have, then, been com pared to a group that had not received a remedial program at home, or a placebo-type program. However, the diffi culties of obtaining similar population groups of dis turbed children with parents of similar social and educa tional backgrounds would have created more problems than this investigator could have solved. Another method, that could have been used to determine the effects of the home therapeutic procedure, would have been to observe the frequency in occurrence of adaptive behaviors at school. When the frequency of these behaviors at school showed sig nificant increase, the home program could have been altered or discontinued. By this method, the effects of program 59 discontinuance would have been obtained through classroom observation and the program would have been re-implemented at home. By alternating these two on-off situations, the effects of the home program on school behaviors could have been determined. However, the process of forgetting would have such small effects on most subjects that would be taught in a remedial education program, e.g., Reading or Arithmetic, as to have made the use of the on-off meth od impractical. The ethical consideration of stopping a successful remedial program would also have had to have been dealt with. In analysing the school observation data, the pres ent investigator inadvertently noticed an on-off situation. This situation arose when Rodney's visit to his grand mother (over the two-week Christmas vacation) necessitated the discontinuance of the home program. Comparison of the frequency of educational skill behaviors occurring in the classroom the weeks before and after the discontinuance of the home program showed significant decreases (i.e., .001 levels on the Mann-Whitney "U" test) in Reading, Spelling, and Arithmetic. By contrast, comparing the frequency of educational 60 skill behaviors which occurred in the classroom the weeks previous to, and following the Easter and Thanksgiving vacations (i.e., vacations during which the home-thera peutic program was continued), significant increases (i.e., .001 significance levels on the Mann-Whitney "U" test) were found in Reading, Spelling and Arithmetic. Thus, continuing the home—therapeutic program over a school vacation had the effect of increasing Rodney's educational skills (i.e., Arithmetic, Reading, and Spelling) level upon his return to class. Discontinuance of the therapeutic program over a school vacation had the effect of decreasing Rodney's educational skills level upon his return to class. While Rodney's physical maturation could have ac counted for the increase in educational skills levels shown upon his return to school after Easter and Thanks giving (i.e., when the home program was continued), it cannot account for the decrease in educational skills over the Christmas vacation (i.e., when the home program was discontinued). In other words, physical maturation over a period of time canr.o:-. account for new learning skills, but it cannot account for a decrease in these skills (i.e., forgetting). However, discontinuance of the dally Arithmetic and Reading drills provided by the home program would seem to be the better explanation of 61 the decrease. It may be stated then, that the remedial teaching program did have a significant effect on Rodney's classroom educational skills. One question that the above findings would seem to beg, is the advisability of discontinuing a remedial pro gram for the educationally handicapped while these skills are in the process of developing. If discontinuance of Rodney's home and school programs showed significant de crease in his educational skills over a two-week time per iod, what would have happened to these skills over the summer vacation? Also, how much time (in teaching hours) was thereby wasted? It is suggested that the learning programs of educationally handicapped children should be studied in order to determine the generalizability of this "forgetting" effect. The design used In the present investigation was a four-step systematic clinical intervention (see Table I) in the home environment of the. child. This investigator observed the child at school and recorded the changes in frequency of certain preselected behaviors before, during and after the home implementation of the program. The behaviors observed at school were selected because they were either the same educational and social skills 62 reinforced In the home program, or were similar to those skills, e.g., Reading was selected because it was taught in the home program and Spelling was selected because it is a Reading-associated skill. The investigator used this design fully realizing that it lacked the control for changes in human behavior that occur with time. It also lacked control of the environment in which behavioral changes were observed (i.e., the school) Thus, the de sign of this investigation is labeled as systematic and descriptive rather than scientific; systematic, because the home teaching and behavior modification programs were implemented by using a four-step systems approach (see Table I) based on the terminal objective of remediation of a disturbed child's educational and social deficiencies in the classroom; descriptive, because behavioral frequen cy data was obtained(by observation) from the classroom which described the behavioral changes concommitant with that particular systems module (i.e., Steps 1 through 4, Table I, are the four modules) that was currently being implemented in the home. In order to relate exactly the behavioral changes that took place in the school, each module was described by a time period of observation that took place in the 63 school. The one exception was the Base-Rate Period (weeks one through four) which describes the child's school be haviors previous to program implementation. Step 1 of the home program consisted of establishing a remedial teaching program which stressed Reading and Arithmetic and a behavior modification program which was specifically structured so that social behaviors similar to those required for competent classroom behavior during the Arithmetic and Reading periods at school, were rein forced at home. In implementing the behavior modifica tion program, Rodney's parents had consistently rein forced Rodney for appropriate verbal response toward his parents amd for completion of assigned tasks. Examination of Table III shows a significant increase in Rodney's correct responses to class structure during Arithmetic and Reading periods during the Remedial Period of school observation. Significant increases in Reading and Arith metic skill behaviors also occurred during the Remedial Period, However, those educational skills and social behaviors that were not specifically reinforced in the home programs (Figures II, III, and IV) did not show significant increase during the Remedial Period. Thus, It may be hypothesized that structuring and differenti ally reinforcing specific educational skills and social behaviora in the homes environment had the effect of Rod ney discriminating similarly structured situations at school, and responding in a like manner. However, if this hypothesis is true, the situations that have become discriminatory stimuli during the Remedial Period would fairly narrow gradients, e.g., Reading skill behaviors show a significant increase (see Table III) during the Remedial Period, and Spelling behaviors do not. Simil arly, Arithmetic skill behaviors show a significant in crease (see Table III) and Arithmetic-associated behavi ors do not. The same was true for adaptive social skill behaviors during Arithmetic and Reading periods and adapt ive social skill behaviors on the playground. Step 2 of the home program (see Table I) was very similar to Step 1 since the home remedial and behavior modification programs established in Step 1 were main tained during Step 2. However, the instructional material and teaching methods used for the remedial Reading and Arithmetic lessons were the differentiating factors be tween the Step 1 and Step 2 programs. The instructional material used in Step 1 was remedial programmed material with basic skill building aids used where needed. The teaching methods used in Step 1 were based upon Rodney's 65 mother and E using their verbal praise and attention os a secondary reinforcor for correct learning responses. However, by the time Step 2 was implemented, S's Reading and Rlthmetic skills had progressed to the level where Rodney's mother and E used the same texts in the home program as was used in the school program. The teaching methods used in Step 2 were based upon Mrs. Z (Rodney's mother) and E emulating those of Rodney's classroom teacher, e.g., Rodney's Arithmetic lessons at school were structured so that half the class was given a thirty- minute Arithmetic assignment while the teacher usually lectured to the other half on a different subject. Thus, E began giving Rodney a thirty minute Arithmetic assign ment while Mr. Z and E sat across the room and talked. Examination of Table III indicates that Arithmetic and Reading skills and adaptive social behaviors during Arith metic and Reading classes showed slgnficant increases dur ing the Transfer Period of school observation. However, those educational skills and social behaviors that were not specifically reinforced in the home, failed to show any significant increase with one exception (see Figures II, III, and IV). The one exception was Spelling and the reason for the significant increase in Spelling will be discussed below. 66 First, lot us re-examino tlio above results in light of tho hypothesis given during the discussion of Step 1. 'Phis hypothesis stated that structuring and differentially re inforcing specific educational skills and social adaptive behaviors (see Table II) in the home environment,had the effect of S discriminating similarly structured situations at scholl and responding in a like manner. If this hypo thesis has any validity in describing the transfer of be haviors from the home to the school, how can a significant increase in Spelling be explained when Spelling was neith er taught nor reinforced in the home? This question may be answered by noting that the Reading text and Spelling workbook used in Rodney's classroom were published by the same company, and the words used In the two texts were taken from the same word lists. Thus, it might be hypo thesized that one way to facilitate generalization in learning would be to use the same class of stimulus mat erial with various physiological response mechanisms. In this case, learning to read a given word which required the use of the visual decoding and vocal encoding channels, facilitated the learning of a Spelling response which in turn, required the use of audio encoding and motor decoding to the same class of stimuli. The use of this method should be considered with other types of stimulus material {e.g., we could combine the learning of the principle of 67 velocity in science with the learning of multiplication in Arithmetic). This might be tried with other educa tionally disadvantaged children, especially if it could be combined with three or more subject areas. In comparing the froquency of adaptive behaviors that occurred in the classroom, it was shown that the educational skills and social behaviors exhibited during the Arithmetic and Reading periods were significantly higher duringthe Remedial observation period (i.e.. Step 1 of Table I), than during the Base-Rate Period. Also, these same behaviors were significantly higher during the Transfer Period (i.e., Step 2 of Table I) than during the Remedial Period. Examination of Figures II, III, and IV, shows that these behaviors (i.e., Arithmetic and Reading skill behaviors and adaptive social behaviors during the Arithmetic and Reading periods) were fairly constant in their frequency of occurrence in the classroom during the Base-Rate Period. However, when these same be haviors were structured and reinforced in the home environ ment (i.e., Step 1, Table II), a concommltant upward trend in their frequency of occurrence was noted in the class room. Upon this upward rate of development of Reading, Arithmetic, and classroom behaviors, the main hypothesis 68 of this investigation is founded (i.e., A home remedial and behavior modification program will Increase signifi cantly educational skills and adaptive social behavior in school). However, when the teaching methods and instruc tional material were changed in the home program to those used by Rodney's classroom teacher, this upward trend in achievement continued (i.e., going from Step 1 to Step 2, Table I). When Step 2 was implemented (see Figures II, III, and IV), changing the teaching methods and instruc tional material in the home program so as to conform to those of the classroom teacher's had no observable effect on Rodney's rate of school achievement. Thus, with the student that is achieving in given subject areas, chan ging the teaching methods or instructional material does not seem to effect this achievement rate. However, Peter (1965) has found that with the emotionally disturbed and educationally handicapped student, the choice of instruc tional material has a significant effect on the child's achievement. Nolen et al. (1967) divide remedial teach ing into two time-periods, and have stated that instruc tional material and teaching methods are only of major consideration in the early stages of teaching the educa tionally and emotionally handicapped. The important overall consideration is the development of the reinforce ment system. It seems that the initial effectiveness of 69 the home program In Rodney's acquisition of behavior skills was probably a three-variable function (i.e., instructional material, teaching methods, and reinforce ment system). However, due to the change in teaching methods and instructional material (Step 2, Table I) having shown no significant effect on Rodney's growth in educational skills and social behaviors (i.e., after an effective program had been established), it would seem that of the three factors involved in the home program, the most important in maintaining Rodney's school achieve ment was probably parental reinforcement of educational skills and adaptive social behaviors. If this finding is generalizable to other educationally handicapped chil dren, the, once a remedial teaching program has been es tablished by a therapeutic teacher, the major thrust of training the child's parent to take over such a program, would be in the area of contingency management. The above conclusion that reinforcement of edu cational skills and social behaviors was the primary factor in maintaining Rodney's increase in achievement at school cannot be challenged with the time factor argu ment presented at the start of this section. The fallacy of this challenge has been shown by the discontinuance of the home program significantly decreasing Rodney's 70 educational skills achievement upon his return to school, during the Transfer Period (i.e., Step 2, Table I). Step 3 of the home program (see Table I) involved the addition of one procedure to the program established during Step 2. This procedure was a kind of double re inforcement system in which Rodney was graded by his teacher for Arithmetic, Reading,and Behavior, which, in turn, was reinforced by Rodney's parents. Thus, Rodney was differentially reinforced over the week-end for his grades on three report cards during the week (see Table II). This system of reinforcement was designated as the Corre lated Contingency Control (CCC) grading system. Examina tion of Table II gives an example of the report that Rodney's parents received from his classroom teacher. It will be noted that two of the grades on the report card were for subjects taught in the home remedial program (i.e., Reading and Arithmetic). The third grade was for the general category of Behavior. It was explained to Rodney (by his parents) that if his grades from school were all Cs or better for a given week, he would be allow ed to go to any of the places that were written on a list his mother had prepared. The places on the list were things that Rodney's mother knew he especially enjoyed doing, e.g. going to Disneyland, Busch Gardnes, camping, etc. It was 71 also explained to Rodney that if he wanted something or if he wanted to go somewhere that wasn't on the list, this would be talked over Friday evening (i.e., after the final weekly report was brought home), and if both parents agreed, it would be added to the list. A few of the things that were later added to the list were getting Bender brakes for Rodney's bike, and having his Dad help him fix it, and going roller-skating and taking his next- door neighbor boy along. Examination of Figures II, III, and IV shows that implementation of the CGC grading system had the effect of increasing signficantly the frequency (see Table III) of the educational skills and social behaviors in the classroom that had been structured and reinforced in the home remedial and teaching programs (i.e., Reading and Arithmetic skill behaviors and social skill behaviors during Reading and Arithmetic classes). However, imple mentation of the CCC grading system had a significant effect on school behaviors (see Table III) that were similar to those structured and reinforced in the home program, but had not been specifically structured nor reinforced at home (i.e., spelling, free-reading time, arithmetic-study time, and social interaction on the play ground). Thus, it can be hypothesised that while the home remedial and behavior modification program had served as 72 the framework for development and transfer of three cri tical educational and behavioral skills (i.e., Reading, Arithmetic, adaptive social behaviors during Reading and Arithmetic periods) to the school situation, the CCC reinforcement system had, in effect, made the school en vironment a sort of testingground for behaviorsthat may be seen as being gradient responses of the three criti cal behaviors. Examples of the critical behavior-gradient behavior relationship are* (a) Reading and Reading-associ ated behaviors (i.e., Spelling and Reading during free- reading time), (b) Arithmetic and Arithmetic-associated behaviors (i.e., studying Arithmetic lesson in free-class time), and (c) social skill behaviors during Reading and Arithmetic periods and social skill behaviors on the play ground and in free-class-time. A fair question to ask is why would Rodney suddenly attempt responses that were of such low probability in his behavioral repertoire? (i.e., responses that he would not ordinarily make in a given situation). For example, exam ination of Figure IV will show that Rodney had not inter acted on the playground with a single member of his peer group for the first fifteen weeks of school observations. When the GGG grading system was implemented, within a 73 three-week period, Rodney was spending one-hundred percent of his playground time in games and conversation with peers. However, before answering the above question, certain previously stated hypotheses will be reviewed. During the previous discussion of Step 1, it was hy pothesized that structuring and differentially reinforcing specific educational skills and social behavior in the home environment, had the effect of Rodney discriminating similarly structured situations at school* and responding in a like manner. During the discussion of Step 2 it was indicated that of the three factors involved in the home program (i.e., instructional material, teaching methods, and contingency system), the most important factor in maintaining Rodney's school achievement was parental re inforcement of educational skills and adaptive social be haviors. By logically combining the above two sentences it may be stated that a major factor in Rodney's dis criminating stimulus sttuations at school (similar to those being reinforced in the home) and responding appro priately to them, was parental reinforcement of educa tional skills and adaptive social behaviors. In other words, the learning model describing Steps 1 and 2 would have the stimulus situations of Arithmetic and Reading classes of home and school lumped together, the con tingency system of parents (primary reinforcers), and n teachers and peer group {occasionally secondary relnfor— cers), reinforcing Rodney for correct educational skills and adaptive social behaviors. However, upon implementation of the CCC grading system, the judgement of the teacher would have to be added to the contingency procedure. Thus, the contin gency procedure used for reinforcing the CCC grading system would be described as the parents reinforcing Rodney for a week of report cards (i.e., three school-home grade reports, see Figure I) if they did not contain a grade lower than C). However, another part of the con tingency procedure was that the teacher graded Rodney with C's on the school-home report. Hence, Rodney had reasons forj (a) the emitting of any behavior that the teacher felt was adaptive, either on the playground or in class, (b) the emitting of any response that the teacher might interpret as being a competent Reader, and (c) the emit ting of any response that the teacher might interpret as being that of a competent Arithmetic student (i.e., the terms Arithmetic, Reading, and Behavior appear on the school-home report, see Figure I). In the above paragraph, it has been shown why Rod ney might suddently attempt responses of such low proba bility in his behavior repertoire. The answer in non-technical terminology is that during Steps X and 2, Rodney had learned to get what he wanted from his parents by working on Arithmetic and Reading skills and by so cially interacting with his parents and brothers in an adaptive manner. Hpwever, explaining the motivational reasons behind Rodney's behavior and explaining how he went about achieving his goals are two different stories. The latter question of how Rodney achieved success will be explained below. This entire investigation was conducted under the assumption that in order to achieve competence one must have the behavioral skills that competence requires. However, for E to design a teaching program for Rodney's learning of the educational skills that he needed for competence, would have meant implementing a remedial education program of five or six subjects (i.e., Geo graphy, Spelling, Reading, Science, etc.), due to the fact that Rodney's educat-ional achievement was, at best, minimal (see Appendix I and II). Also, in order for Rod ney to achieve competence as a student, E would have had to implement a behavior modification program which re inforced approximately one hundred behaviors and extin guished twice that many. However, Instead of undertaking what E reasoned to be an Impracticable task, a different 76 approach was taken. This approach consisted of teaching Rodney certain critical educational and social skills {I.e., see Home Procedure, Step 1). These critical be haviors were Reading, Arithmetic, talking politely to adults, responding to adult structure, and not fighting with or teasing other children. Hence, E felt that any child who had learned these critical behaviors to a rea sonable degree, could develop into a competent student, provided E could unsure that the child was so motivated. Thus, E relied on the well-known capacity of humans to use a behavioral skill, once learned in a number of situations. For example, a child than can read a fourth-grade remedial reader, can read a fourth-grade geography book, can enjoy a good adventure book (if written at his reading level), and can study his Spelling book. This capacity has been called behavioral generalization (Lieberman, 1970). Once Rodney's critical behaviors were at a level that E felt to be on a par with other members of the class, a motivational system was implemented which reinforced Rod ney for all school achievement and adaptive social inter action. Hence, Rodney used the basic educational skills and behaviors that he learned during the home remedial program, in order to receive the many and varied rein- 77 forcomento that parents can offer thoir child. Howover, to those who would apply a toncher-paront reinforcement system, a few wordn of caution should be given. It is most important for tho therapist to know that tho child is capable of attaining passing rades in a given subject, before implementing a school-home re inforcement system based on grades in that subject. Little would have been gained if the present investigator had asked Rodney's mother to reinforce Rodney for "good" grades in Reading at school, if his school reading text was at the fourth-grade level and Rodney*3 reading achieve ment level was equal to that of a first—grader. Thus, in the present investigation, rather than implementing the home-school reinforcement system during the first week of the "Therapeutic Procedure," implementation occurred during the nineteenth week. At this time, the investiga tor felt that Rodney's Reading and Aritmetic skills had Improved sufficiently for a "passing grade" to be ob tained at school. The implementation of Step 4 (see Table I) is best described as a three-step procedure. The first step was the discontinuance of the CCC grading system. This was done in order to determine the persistence of treatment procedures. Examination of Table III indicates that the treatment effoctn of all behaviors recorded at school during thin investigation, were maintained at leant over the Fade-Out Period (i.e., nix wookfl, see Figuron II, III, and IV) of nchool observation during which E continued to observe 3 and maintain 3'n observed behavioral frequency record. The second procedure in implementing Step 4 war3 that E discontinued hio teaching 3 Arithmetic in the home-remedial program. Mr. via11, Rodney's father volun teered to teach Rodney his Arithmetic lesson upon E'a withdrawal from the home. However, while Mr. Zail ob served E during his last week of teaching Rodney, E made no attempt at giving any formal explanations of the tea ching procedure. VJhen Mr. Z would inquire about E'o teaching methods, E would respond with a statement simi lar to "The best way to learn is to watch and attempt it on your own". The third procedure in implementing Step 4 was that E no longer conferred with Mr. and Mrs. Zail about the home behavior modification program. Also, since E felt that Rodney's parents were competent parents, all visits to the Zail home were discontinued. Also Mr. and Mrs. Z were told by E that he would no longer be available for therapeutic consultation of Rodney since they alone could determine what was best for their son. BIBLIOGRAPHY t t o bibliography Dijou, S. W. and sturgos, P.T., "Poaitivo Roinforcors for Experimental Studies with Childron- Consumables and Manipulablos," Child poyoiopmgnt, 1059,3, pp. 151-170. Dunn, L.M., "Spocial Education for tho Mildly Rotardod- Is Much of Xt iXuotifiahlo," Bxcoptional childron, I960, vol. 35, pp. 5-22. Ebnar, M., "An investigation of tho offoct of altorlng tho output of daviant bohavlor;" unpubliohod Ph.D. dlagortation, Portland, Oregon; Unlvoroity of Oregon, 1967. Cagnd, R.M., Tho Conditlono of Loorning. Now York; Molt, Rinehart and Winston, Inc., 19(&. Haring, N. and Phillips, E., Educating Emotionally Dio- turbod Children, Now York; McGraw-Hill, 1962. Haring, N, and Pargo, G., "Evaluating Programs for Pre paring Teachers of Emotionally Disturbed childron," Exceptional Children, 1969, vol. 36, pp. 157-162. Hawkins, R.P., Peterson, F., Schwoid, E., and Bijou, S.W., "Behavior Therapy in tho Homos Amelioration of Problem Parent-Child Relations with tho Paront in a Therapeutic Role," Journal of Experimental Child Psychology. 1966, vol. ^ 4 , " pp." 99-107. Hewett, F.M., "Educational Engineering with Emotionally Disturbed Children," Exceptional Children. 1967, vol. 33, pp. 459-467. Hoelke, G.M., Effectiveness of special Class Placement for E.M.R. Children. Lincoln. Nebraska? University of Nebraska, 1966. Homme, L.E., Debaca, P.C., Devine, J.W., Steinhorst, R., and Richert, E.J., "Use of the Premack Principle in Controlling the Behavior of Nursery School Children," Journal of the Experimental Analysis of Behavior. 1963, vol. 6, p. 544. Homme, L.E., "Perspectives In Psychology: XXIV Control of Coverants, The operants of The Mind," The Psychological Record, 1965, vol. 15, pp. 501-511. Homme, L.E., "Human Motivation and the Environment." In N. Haring and R. Whelan (Edo.), The Learning Environmenta Relationship To Behavior ModiFi cation AndT Ympllcat1on a For Special Education. Lawrence, Kansass University of Kansas Press, 1966. Jaotak, J.E. and Jaotak, S.R., The Wide Range Achievement Teat Manual. Wilmington, DeTav7ar'o; Guidance Associates, 1965. Johnson, G.o. "special Education For the Mentally Handi capped- A Paradox," Exceptional Children. 1962, vol. 29, pp. 62-69. Kanfor, F. and Phillips, J.S., "Behavior Therapy: A Panacea For All Ills Or A Passing Fancy?," Archives of Gen. Psychiatry. 1966. Kirk, S. A., "Research In Education," in H.A. Stevens and R. Heber (Eds.), Mental Retardation. Chicago, Illinois University oF Chicago Press, 1964. Lazarus, A.A., and Abramovitz, A., "The Use of "Emotive Imagery" in the Treatment of Children's Phobias," in J.J. Eyesenck (Ed.), Experiments In Behavior Therapy. New York: Pergamon Preset 1962. Lieberman, J.N. and Sharpe, K., "Involvement Of school Staff in Behavior Therapy Programs," unpublished paper, University of Southern California, 1969. Nolen, P.A., Kunzelmann, H.P., and Haring, N.G., "Behavioral Modification in A Junior High Learning Disabilities Classroom," Exceptional Children. 1967, vol. 34, pp. 163—168. O'Leary, K.D., O'Leary, S., and Becker, W.C., "Modifica tion of A deviant sibling interaction pattern In The Home," Behavior Research Therapy, vol. 5, pp.113- 120. 82 Patterson, G.R., Jones, J.W., and Wright, M.A., “A Be havior Modification Technique for-the Hyperactive Child," Behavior Research Therapy* 1965, vol. 2, pp. 217-226. Patterson, G.R., McNeal, s., Hawkins, N., and Phelps, R., "Reprogramming The social Environment," Journal of Child Psychology and Psychiatry. 1967, vol. 8, pp. 181-195. peter, L.J., Prescriptive Teaching. New Yorkj McGraw-Hill Pub. Co., 1965. Peter, L.J., "Developing Cooperative social Behaviors," unpublished paper, University of Southern Calif ornia, 1968. Peter, L.J., "Therapeutic Teaching," unpublished paper, University of Southern California, 1970. Premack, D., "Reinforcement Theory." In D. Levine (Ed.), Nebraska Symposium on Motivation. Lincoln, Nebraskas University of Nebraska Press, 1956, pp. 123-189. Reese, E.P., The Analysis of Human operant Behavior. Dubuque, Iowa* Wm. Brown Co., 1966. Siegal, s., Nonparametric Statistics. New Yorks McGraw-Hill Pub. Co., 1956. Skinner, B.F., The Behavior of Organisms. New York: Apple ton Century- Crogts, 1938. Skinner, B.F., Science and Human Behavior. New York: Mac millan, 1953. Smith, H. W. and Kennedy, W.A., "Effects of Three Educa tional Programs On Mentally Retarded Children," Perceptual and Motor Skills, 1967, vol. 24, p. 174. Wolf, M., "Juniper Gardens Adolescent Group Project," “Symposium. University of Kansas, 1965. APPENDIX 84 Appendix la Psychological and Educational Evaluation of Rodney at age nine. PSYCHOLOGICAL EVALUATION Strictly Confidential Rei Rodney Zail B.D. 4/25/59 May. 1968 Reason for Referral: Rodney was referred for a complete psychological evaluation. He is report edly benefitting only slightly from his current school program and the par ents suspect that he may be somewhat intellectually re tarded and have emotional problems, parents are re questing our assessment of Rodney's current func tioning and help in planning for his future. Referred by; Examiners t A friend of the zail family, John Doe, A.C.S.W. James Deer, M.A. Sam Elk, M.A. Reviewed byt Sigmund Neusbaum, Ph.D. Director of Psychological Serives Instruments of Evaluation! Interview with Mr. and Mrs. Zail (mother and father) Review of Medical Report Review of School Report Review of Previous Psychological Test ing Wechsler Intelligence Scale for Chil dren Evaluation of Laterality and Muscular Skills Thematic Apperception Test Clinical Interview Draw-A-Pers on 85 Bender Visual Motor Gestalt Test Wepman Auditory Discrimination Test Prostig Developmental Test of Visual Perception Wide Range Achievement Test Illinois Test of Psychollnguistic Abilities Spache Diagnostic Reading Scales Res Rodney 23ail Psychological Evaluation Page 2 Summaryi Rodney is a 9 year old youngster who was referred to the Diagnostic Center for a complete psychological evalua tion. He is currently entrolled in a private school, where he reportedly is benefltting only slightly from the academic program. Mr. and Mrs. Zail, Rodney's mother and father, suspect that the boy may be somewhat intellectu ally retarded and also may have emotional problems. They are requesting our assessment of the child's current functioning and recommendations which would help them plan for his future. Rodney is living with his mother, father, a six-year old brother and a 16^-year old brother. The child has been enrolled in the private school he currently attends since the Spring of 1967. Rodney issued from an uncomplicated pregnancy and normal delivery. His postnatal condition was reportedly good. As an infant, slept poorly, cried a great deal, banged his head on the crib frequently, and demonstrated what Mrs. Zail termed "tantrums". He walked at 13*s months and began using single words at about 12 months. Sen tences were employed at about 2 years of age. At ap proximately 16 months of age, Rodney had allergic re actions to many?- substances and lost 6 pounds. He also had severe eczema. At 1% years, he had pneumonia. Al though toilet training was concluded by the time the youngster was 3 years old, it was only with great diffi culty* m e child screamed, required enemas, and there was breaking of rectal tissue associated with his re action to toilet training. Re: Rodney Zail - Psychological Evaluation - page 3 86 During hie second and third years, the problems already noted persisted, in addlton, he seemed quite aggressive and had difficulty getting along with other children. Rodney started nursery school at 4% years, but did not enjoy it, wanted his oxm way and continued to relate in adequately to other boys and girls. He started kinder garten at the age of 5 years, where it was observed that he had a short attention span and wandered about a good deal, in grade A-l, he was tested, but Mrs. Zail was told that her son was, at that time, "untestable.1 1 Consequently he was transferred to the Public School where he partici pated in an EMR class. Mrs. Zail wishing to explore other possibilities for her son, then enrolled him in the pri vate school he currently attends. Mrs, Zail stated in our initial interview with her, that Rodney had baen seen by Roger Casey, Ph. D., and that he concluded that although Rodney was probably functioning at a borderline defective intellectual level, most of his difficulties seemed to stem from emotional problems. Rodney indicates that he does not like school, there is too much “noise" there, and he seems angry because of his Inability to learn. When so frustrated, the child usually expresses himself in an aggressive manner. He has diffi culty with drawing, works too rapidly, but is reportedly grade adequate in reading and has little trouble with math. At home, the youngster is loud and diffuclt to control. At school, he has trouble controlling his voice, yells often, runs from the classroom and sometimes hits other children. In addition to the medical problems associated with Rodneys infancy, the youngster continues to have a tendency toward bronchitis and he has had extensive medical treatment for asthma, attacks of which have sometimes been severe. Also, when he was six months old, he had the measles, a high dever, and convulsions. In grade B-l, Rodney was tested at school on the Stanford- Binet, Form L-M, and it was indicated that his I.Q. was less: than 90 (exact figures were not included in the school re port). It was also indicated that because the child was unable to keep up with first grade work, he was reassigned to kindergarten. His vision and hearing were apparently normal. Although he was enrolled in a private Bchool, Mrs. Zail took her son to a public school to have him test ed. Her purpose was to discover if Rodney should be placed Re» Rodney Zail - Psychological Evaluation - page 4 S7 in a public school class for retarded children rather than remain in the private school. On 2/16/68 he was seen by a school physician who concluded that the youngster seemed unhappy, withdrawn, and to have temper outbursts when under pressure. He added that Rodney seemed severely emotionally disturbed. When psychological testing was attempted at the Public School-on 2/6/68, the examiner found him to be "excessive ly sullen", resistant and he completely refused to work in the test setting. His physical appearance was careless and untidy. The only test findings which could ba obtained on the Bender Visual Motor Gestalt Test, were indicative of "...neurological and psychological involvement," In a report from Benjamin Cauldwell, M.D., who has followed Rodney since 1964, it was noted that the youngster has had severe asthmatic episodes since the age of 14 months. Other than having an asthmatic chest, physical examination was unremarkable. Dr. cauldwell also observed that Rodney presented "...ample evidence of emotional problems." At the Diagnostic Center, Rodney obtained a full scale I.Q. of 62 (mentally retarded) on the Wechsler Intelligence Scale for Children (Verbal I.Q., 65 and performance I.Q., 67). Scaled scores were fairly homogeneous, ranging from a low of 3 on Vocabulary and Coding subtests to a high of 7 on the Object Assembly subtest. A scaled score of 10 is average on each of /the subtests. There was no indication on the W.I.S.C. of average intellectual functioning - all scores were within the mentally retarded range. During the examination, the child had a great deal of difficulty controlling himself to the point where he could focus on test materials. At times, he made loud, inappropriate noises, engaged in jerky motor behavior, complained of being "...all mixed up", and seemed, sometimes bizarre in his manner of coping with test items. The examiner con cluded that although there was no indication on the W.I.S.C. that Rodney*s potential intellectual level is markedly higher than I.Q. scores indicate, his emotional problems did interfere with his performance and resulted in slightly lower scores than might otherwide have been obtained. Possibly the child might be able to function at a border line level of Intelligence at sometime in the future, as suming that his emotional difficulties can be modified. Ret Rodney Zail - Psychological Evaluation - Page 5 Sensorimotor assessment indicated that Rodney is right-side dominant. However, many? weaknesses and lags in development were apparent. He was not able to distinguish right from left, fatigued very easily when asked to do the Kraus-Weber exercises of muscular fitness, and demonstrated very poor stamina and physical endurance. Although his walking and climbing stairs did not seem to give Rodney trouble, his hopping was awkward, skipping was poor and general gross motor coordination seemed Inadequate for his chronological age. He is definitely "behind" his age group in the de velopment and use of sensorimotor skills. An organized program of physical education might be helpful to Rodney in modifying these deficits. On the Bender Visual Motor Gestalt Test, Rodney was credit ed with 6 errors, when his reproductions were scored by the Koppltz norms. This is considerably more than one would expect from a child of his age. Mahy of the errors were due to perseveration and reflective of-a probable minimal cerebral dysfunction. However, his approach to the task, hasty and uninvolved, was suggestive of an interference by emotional factors. The youngster demonstrated a similar approach when asked to draw human figures. He worked rap idly and expended just a minimal amount of care in his work. When scored by the Goodenough norms, Rodney's draw ing of the male figure was credited with an I.Q. of 61 - This is quite close to the W.I.S.C. Performance I.Q. of 67. The child reflected poor body imagery and, again, emo tional difficulties. During personality testing, Rodney was hyperactive, evi denced a very short attention span, failed to involve himself in either projective testing or in the clinical interview. He was distinctly extremely angry, not Jus^t because of the testing, but because he is generally hostile and angry in his life situation. He was uncooperative, easily bored, and expressed a desire to "fight" with all members of his family, all children at school and even with the examiner. Rodney indicated-that he "hated" school and that instead of attending classes, he would prefer to re main at home and "fight" with his older brother. Rodney seems to get along with no one except a 7 year old friend in his neighborhood. The cnief factor which seems to bind the two boys ^together is their mutual dislike of being "bossed around". o Re: Rodney Zail - Psychological Evaluation - Page 6 ^ Test indications suggest that this youngster has been emotionally upset for a long time. Rodney agreed that he was angry all the time, but stated quite frankly that he was willing to accept his anger and had no desire to "im prove". There is no doubt that his affective functioning i3 disturbed. Also, there are indications of a thinking disturbance. This seemed apparent on the Picture Arrange ment subtest of the W.I.S.C., and was many times reflected during personality testing. During testing Rodney some times rocked back and forth in his chair, speaking in cadence with movements? he giggled loudly and inappropri ately? postured his head in strange attitudes, grimaced, pushed his tongue around in his mouth, making "clucking sounds", etc. His ego censoring is poor, thought associ ations are loose, and his affect 1b almost always very hostile and frequently inappropriate. It is probable that the youngster is functioning at a borderline psychotic level. Although Rodney demonstrated some weakness in auditory perception on the Wepman Test, his three errors on the x scale reflect a marginal difficulty. Because his problems in other areas are so much more serious, it does not seem necessary to focus on an auditory discrimination problem and recommend remedial training. On the Frostig Developmental Test of Visual Perception, the youngster obtained a perceptual quotient of 76, indicative of visual perceptual difficulties. His scaled scores on all of the five subtests were either 7 or 8. He had most difficulty with tasks requiring the distinguishing of figure ground differences and in the recognition ofo form constancy. Special training in visual perception should be a part of his academic program. However, here again, al though there are perceptual problems, these do not seem to constitute Rodney's most debilitating deficits, cind it would seem desireable to focus on his emotional problems, initially, before addressing oneself to remediating his perceptual difficulties. The youngster is currently enrolled in an ungraded class in a special private school. He states that although he is 9 years of age, he is still in the first grade. On the Wide Range Achievement Test, the child scored grade equivalents of 1,5 on Reading, 1.6 on Spelling, and 1,8 on Arithmetic. On the Spache Diagnostic Reading Scales, Rodney performed at below the 1.3 grade level on Word Recognition, Re: Rodney Zai.l - Psychological Evaluation - Page 7 90 On the Illinois Test ol: Psycholincjulstlc AMlitiea, Rodney reflected additional difficulties. He obtained a total language age of 6 years, 3 months, which is considerably below his C.A. at the time of the examination, 9-0. He had major problems in 7 or the 9 areas tapped by the test, and reflected adequacy in only two areas, e.g. use of grammar and "understanding" what he hears. His greatest difficulty was in the area of auditory-vocal sequencing, which involves "remembering" the order in which things are said to him. A great deal of stress should be placed on language training for Rodney. In summary, Rodney is a youngster who presents difficulties in almost every ear of adjustment. His intellectual skills are depressed, his perception is not adequate for his age, his physical or sensorimotor functioning is poor, and his emotional adjustment 13 seriously impaired. It is probable that a minimal cerebral dysfunction may account for some of the problems noted; however, it also seems clear that the child's emotional status is in need of much attention. Be cause of the very poorly controlled hostility. It will be essential to focus on Rodney's emotional needs, primarily, and to attend to his requirements in other areas as he Is able to cope with additional treatment. Because his needs are immediate and involve so many areas, it is likely that he cotmld progress more rapidly if all treatment could be directed by one agency or facility. Recommendat ion n Rodney should be referred to the Neuropsychiatric Institute at the University of Western San Bernard ino for additional diagnostic assessment. It may be desireable to secure a neurological assessment as well as psychiatric consultation. Possibly, staff at N.p.i. may accept an application for this child for enrollment into their full-time program. Summarized by: James Deer, M.A. Staff Psychologist Reviewed by: Sigmund Neusbaum, Ph. D. Director of psychological Services o n 91 Appendix H i Educational Evaluation of Rodnoy at age 8. EDUCATIONAL EVALUATION SCHOOL YEAR 1967-1968 Namei Rodney Zail Blrthdatej April 25, 1959 Date of Entryi March 31, 1967 DESCRIPTION ON ENTRY Rodney enrolled in the Atlantic School for Emotionally Disturbed Children in March, 1967. Ho was referred by Dr. Roger Caoey. Rodney was almost 8 years old and had attended public school from kindergarten to first grade. At tho end of tho first grade, Dr. Benjamin Cauldwell had referred Rodney to Dr. Casoy after tho public school had referred Rodney to him. Rodnoy is now 9 years old. He is of small but muscular build. Rodnoy had a difficult time when he first entered Atlantic School. He could not settle down to any routine. Rodney constantly left the room without permission as soon as he noticed the teacher was not noticing him. He became with drawn when asked to give an answer to a routine question. He showed hostility toward other children by hitting or inviting them to "let him show them how strong he was". However, Rodney would bolt a situation when confronted by one of his peers. Rodney was not allowed to go to the rest room or leave the classroom for any reason and return without wandering into the other building, checking around to see where the teachers were. He is expecially attached to Mr. Bigalow, Rodney also attended Summer School June to August, 1967, for a six-week period. Both Miss Smith and Mrs. Jones re ported that significant changes in Rodney had taken place, i.e., although his attention span Is still short, he is anxious to do some real learning. He was no longer working in readiness material but in Grade 1. He was administered the Stanford Achievement Test, Primary Battery (N) on August 1, 1967, with the following resuitst Paragraph Meaning 1.8 Word Meaning 2.1 Spelling 1.2 Arithmetic Rea- 1.4 son ing Arithmetic Com- 1.7 putation o Q © Educational Evaluation - Page 2 When Rodnoy ro-onrollod in September 1967, ho appeared Icon tonne and oaa Ions a classroom problem. Except in a situation with a now tonchor, then Rodnoy will tent to the limit until tho teacher ninkoo strong demands and in consistent with regard to expectations from Rodnoy in the way of cooperation. Rodney waa no loncjor giving tho tin- proanion of "not boing with it". Mo says many timea when ho han difficulty understanding "you know I'm crn;;y". Mo conntuntly needa roaoouranco that, he in progressing in his work and really trying to cooperate bohavlorwino. SUMMARY OP TEACHER REFORM'S Reading-Period I - Mrs. Jonest Rodney has continued to show interest in hie work oomo days. Most days his short interest span allowed him to work about 10 minutes and then ho begins to ask "how much more do I have to do?" For Rodnoy this is progress, be cause at the beginning of the school yoar Rodney did no work, Just maintaining him in tho classroom, in his coat with some art work of interest to him was all the teacher could expect in performance from him. Rodney continues to read at a Grade 1 level. Language Arto-Poriod II - Miss Smlthi Rodney is working at a Grade 1 level In Spoiling and Wri ting. At this level, it is low Grade 1 work. He continue to be restless and disinterested most of the time. Rodney enjoys success but appears unable to attempt the concentration that is required, even for a short period of time. He cannot put himself to the task whenever he has other things he prefers to think about. If Rodney has plans for Friday, on Tuesday he can do nothing but talk about these plans all day and keeps saying, "I can hardly wait until Friday." Of couittse this continues from time to time, and Rodney is literally crawling out of his skin in anticipation of what is coming. Rodney continues to wander Into the office when he is ex cused to go to the restroom. He wanders into other parts of the building If he is not closely supervised. Rodney has made some progress in his social behavior, but is still moving slowly in the academics. O' cj i... O 0 P G- ip’ Educational Kvaluat ion - ratio 3 93 Mathomatlcn-Porled 111 - Mrs. Joiioni G.C.M.P.(Grade 1) Rodriny ban i j o i i o through several different stages in math class. Ho was initially quite hostile and liin comments wore usually "You hato mo, don't you?", and "So what?". Doth of tho so statements would appear unexpectedly. I . might bo working with another student or I might: bo with Rodney. There wan very little smiling and n lot of sulk ing. This behavior gradually disappeared and Rodnoy wan amount the first to got: started on bin work. Uo wan happy and the only negative comment wan a "Shut up" if ho felt the cla.no was too noioy. Recently, Rodney*n behavior deteriorated. Ha would wander around tho hallo before coming to clans, refuned to do any work, and usually Just scribbled with anger on several plocoa of paper. Ilo throw away each paper after ho finished. Any sympathy on the part of the teacher was rejected. A parent conference rovoalod the poaalbillty of a ochool change for Rodnoy, and thio was probably what upoot him during the past several weeks. Rodney is working on a beginning lot grade lovol. Science-Art-Period XV - Mr. Bigalowi Rodney's participation in our scionco/art claoo thio ochool year is typified usually by his lack of participation in science work or art projects. lie is usually happy, inde pendent, and lacking in any sort of commitment or involve ment. Rodney has not been able to remain seated and follow through on any assignment, but rather chooses to daydream or draw on his own. His child-like patterns of behavior which were more pronounced earlier in the term, have modified; however, they are still there. Rodney still has a need for physical contact and will cling to me at any opportunity. When Rodney is told not to hang on to my arm, he replies in an infantile manner, pretending he is insul ted and hurt saying, "Please donyt be mad at me, daddy"".' There has been very little progress to date in the above areas. However, his ability to handle classroom noises and minor hostilities from others has improved noticeably whereby the former running out of the classroom as an es cape has not been present this semester. ■ 0 Recently he has regressed somewhat to old clinging pat- i - terns. o o <p o Educational Evaluation - Pago A Social Studloo-Period VI- Minn Smithi Uodnoy cinjoyo diocunaionn in nodal ntudioti and will do nhort-term projocto. Ilo In morn lntorootod In joining a group and watching thorn work. Ho will help gather mater ial for thorn, but dooo not participates in tho work itrjolf.
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Lieberman, Jack Noel
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Effects Of A Clinical Educational And Behavior Modification Program On The Classroom Behavior Of A Disturbed Adolescent
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