Effects of cooperative response acquisition on social behavior during free-play

SOCIALLY WITHDRAWN CHILDREN: THE ROLE OF MENTAL HEALTH PRACTITIONERS

This paper reviews the literature regarding the problem of social withdrawal in childhood. Consideration is offered of the significance of the problem as an entity and as it is related to other patterns of maladaptive behavior. Additionally, behavior therapy classroom procedures which have proven effective in remediating social withdrawal are critically reviewed. It is concluded that sufficient behavioral technology now exists to treat the problem of social withdrawal in regular classroom settings, and that mental health workers should serve as resource people to classroom teachers to enhance the social development of withdrawn children.

Changes in peer verbalizations accompanying individual and group contingencies to modify on-task behavior

Group and individual contingency arrangements were alternately applied to modify the on-task performance of 5 behavior-disordered children. Concurrent records were maintained regarding the children's task-relevant (facilitating) and non-task-relevant (inhibiting) verbalizations to peers. Both contingency arrangements were effective for controlling the children's on-task behavior while only the group contingency was associated with changes in their verbalizations. Specifically, the group contingency, as compared to the baseline and the individual contingency, was accompanied by a significant increase in facilitating verbalizations by peers. Moreover, the group contingency, in relation to the baseline but not the individual contingency, resulted in significantly fewer inhibiting verbalizations. The individual contingency did not affect either facilitating or inhibiting verbalizations of peers.