Teaching three techniques of behavior modification to nonprofessionals

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Elisabeth Elaine Talbert (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Donald G. Wildemann

Abstract: Modeling, lecturing, and a combination of modeling and lecturing were compared to a no-treatment control group to see which method was the most effective in teaching applied behavioral techniques to nonprofessionals. The behavioral techniques taught were praising a child for appropriate behaviors; ignoring a child for inappropriate, nonaggressive behaviors) and placing a child in timeout for inappropriate, aggressive behaviors. Subjects were college students unfamiliar with applied behavioral techniques. Both overall posttest responses and responses in the three subcategories of “praise," "ignore," and "timeout" showed consistently significant treatment effects. The overall posttest responses and the subcategory of "praise" items showed significant differences between the three experimental groups and the control group but no significant differences among the experimental groups. Significant differences were found between the control group and the two experimental groups, lecturing and lecturing-modeling, on "ignore" items: and between the control group and the lecturing-modeling group on "timeout" items. Several implications of these results were discussed.

Additional Information

Language: English
Date: 1973
Behavior modification $x Study and teaching

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