Japanese Journal of Behavior Therapy

[title in Japanese]

Article type: Appendix
2012 Volume 38 Issue 2 Pages App1-
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_App1

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Introduction to Special Issue

Tetsufumi KATO

Article type: Article
2012 Volume 38 Issue 2 Pages 101-103
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_101

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Experimental Analysis of the Nature of Cognitive Defusion : Effect of Contextual Control over Transformation of Stimulus Function Established by Topographical Features of Equivalence Class Members

Naoko KISHITA, Tomu OHTSUKI, Takashi MUTO

Article type: Article
2012 Volume 38 Issue 2 Pages 105-116
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_105

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The aim of this study is to investigate the effect of multiple exemplar training procedure on establishment of generalized contextual control over the transformation of stimulus function. Three 3-member stimulus equivalence classes, each consisting of three topographically distinct visual stimuli (linear, circular, triangle) were established for 12 undergraduate students using match-to-sample (MTS) task. Following the MTS training and testing, participants were provided with many trials in which behaving in accordance with transformation of function was differentially reinforced or punished depending on the presence of a class of physical features of the stimuli. Finally, new equivalence classes were then established and test for generalized contextual control were presented. The result revealed that all 9 subjects included in analyses demonstrated contextual control over derived transformation of stimulus functions, of which seven showed the generalization of contextual control. The finding will be discussed in terms of experimental analyses of the nature of cognitive defusion and how we can further the definitive test of effects of cognitive defusion at the basic experimental level.

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Effects of Classwide Behavioral Consultation in a Regular Class(<Special Issue>Behavioral Consultation for Schools)

Yuki DOJO

Article type: Article
2012 Volume 38 Issue 2 Pages 117-129
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_117

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The present study examined effects of behavioral consultation in a regular elementary school classroom. The consultant was a professional trained in applied behavior analysis, the consultee was the home-room teacher, and the clients were Child A, who seemed to have special educational needs, and the members of Child A's second grade class. Among the 28 children in the class, some children, including Child A, did not sit down when the class started, and Child A spoke loudly to the children around him, causing them to respond and disturbing the running of the class. The consultant proposed an intervention based on behavioral observations in the classroom. The consultee conducted 4 classwide interventions: (a) goal setting: "I won't talk until someone else finishes speaking" and "I'll sit down when class starts", (b) a point system, (c) instruction, and (d) setting classroom rules. During the period of the intervention, Child A's on-task behavior increased, and the general level of talking during lessons decreased. This suggests that the behavioral consultation was effective. The behavioral improvements were maintained at the time of followup observations 1 month after the consultation.

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Effects of a Self-Recording Package for Improving the Writing of a Student with Pervasive Developmental Disorders

Ken OTA

Article type: Article
2012 Volume 38 Issue 2 Pages 131-141
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_131

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The present study aimed to improve the writing performance of a boy (12 years 6 months old) with pervasive developmental disorders, and examine conditions necessary for making the self-recording package functional. During Baseline, the participant copied target kanji (Japanese characters). In Self-recording Phase I, the participant recorded kanji copied, following a definition of correct responses. After the introduction of the self-recording procedure, the proportion of writing that was correct increased, but it then immediately decreased. Furthermore, the accuracy of the self-recording revealed a tendency similar to that for correct writing. Therefore, discrimination training was introduced in order to enhance the discrimination of correct responses, and the self-recording sheet was revised in order to enhance accurate self-recording. Following that training, in Self-recording Phase II, the proportion of writing that was correct and the accuracy of self-recording were higher than they had been in the latter part of Self-recording Phase I. Correct writing continued at a high level in the maintenance period. The results of the present study suggest that the self-recording package, including discrimination training and the individualization of the self-recording sheet, may have been effective for improving the student's writing. Limitations of the present study include the absence of an evaluation of generalization in a natural setting and an appropriate experimental design.

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Colloquium '11 in Okinawa

[in Japanese]

Article type: Article
2012 Volume 38 Issue 2 Pages 143-144
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_143

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[title in Japanese]

Article type: Appendix
2012 Volume 38 Issue 2 Pages 155-
Published: May 31, 2012
Released on J-STAGE: April 06, 2019

DOIhttps://doi.org/10.24468/jjbt.38.2_155_2

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