Graziano / Goldstein / Krasner Child Without Tomorrow

Pergamon General Psychology Series
1. Auflage 2016
ISBN: 978-1-4831-8161-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 308 Seiten, Web PDF

Child Without Tomorrow discusses the observations and treatments made with seriously emotionally disturbed children. The book relates the development of a specific group therapy program and shows that children can still be taught complex and socially adaptive behavior despite their situations. It is also demonstrated that non-professionals can be trained as operative child-behavior therapists and parents are the best candidate as therapists of their children. The text defines the term Autism and briefly explains its context. It was suggested that the most useful type of therapy is observed current behavior. Stimulus control, respondent conditioning, and contingency management are important tools of the therapy. A chapter of the book is devoted on control of aggressive and tantrum behavior. Such behaviors were defined and examples were given. To control these behaviors, a process called extinction was exercised. Such process weakens a response through its non-reinforced repetition. The book will provide useful information to psychologists, therapists, parents with autistic children, students and researcher in the field of psychology.

Autoren/Hrsg.

Graziano, Anthony M.

Goldstein, Arnold P.

Krasner, Leonard

Inhaltsverzeichnis

1;Front Cover;1
2;Child without Tomorrow;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;About the Author;12
7;Preface;14
8;CHAPTER 1. Introduction: Clinical Inno/ation and the Mental Health Power Structuref;18
8.1;CHILD WITHOUT TOMORROW;18
8.2;INNOVATION IN MENTAL HEALTH;21
8.3;THE LOCAL AGENCIES AS A FIELDOF PARALLEL BUREAUCRACIES;28
8.4;THE MENTAL HEALTH POWER STRUCTURE;30
8.5;THE LAYMEN AND PROFESSIONAL EXPERTISE;36
8.6;APPLICATIONS AND INQUIRY;38
8.7;HELPING AND REALITY;40
9;CHAPTER 2. Assumptions, Facilities and Stoff1;42
9.1;INITIAL ASSUMPTIONS;42
9.2;THE TEACHING EMPHASIS;44
9.3;BEHAVIORAL ASSESSMENT;45
9.4;BEHAVIORAL DEFICITS;48
9.5;BEHAVIORAL SURPLUSES;49
9.6;BEHAVIORAL BASELINES, DIMENSIONS, AND GOALS;50
9.7;ACQUISITION OF ADAPTIVE BEHAVIORTHROUGH POSITIVE REINFORCEMENT OFSUCCESSIVE APPROXIMATIONS;51
9.8;DECREMENT OF SURPLUS BEHAVIOR THROUGHNON-REINFORCEMENT AND THE ACQUISITION OFINCOMPATIBLE RESPONSES;52
9.9;STIMULUS CONTROL;52
9.10;FINANCES AND EQUIPMENT;53
9.11;PHYSICAL FACILITIES;54
9.12;PERSONNEL;54
9.13;EXPECTATIONS OF STAFF PERFORMANCE;59
9.14;PROGRAM SUPPORTS FOR THE HIGH EXPECTATIONS;62
9.15;SUMMARY AND CONCLUSIONS;65
10;CHAPTER 3. The Children;68
10.1;THE ORIGINAL GROUP;68
10.2;BILLY;69
10.3;FRANKIE;72
10.4;FREDDIE;75
10.5;MARY;80
10.6;THE FOCAL GROUP;86
11;CHAPTER 4. Structure, Stimulus Control and Initial Strategies;88
11.1;STRUCTURE AND STIMULUS CONTROL;88
11.2;STIMULUS CONTROL AND CONTINGENCY MANAGEMENT;90
11.3;RESPONDENT CONDITIONING AND STIMULUS CONTROL;91
11.4;OPERANT CONDITIONING AND STIMULUS CONTROL;92
11.5;PSYCHOTIC BEHAVIOR AND STIMULUS CONTROL;93
11.6;STIMULUS CONTROL AND THE PROBLEM OFATTENTION WITH PSYCHOTIC CHILDREN;95
11.7;STIMULUS CONTROL AND PROGRAM STRUCTURE;96
11.8;THE DATA COLLECTION;97
11.9;THE DAILY SCHEDULE;97
11.10;BEHAVIORAL GOALS;99
11.11;ACHIEVING AN INCREASED GENERAL RESPONSE RATE ANDIDENTIFYING AND DEVELOPING EFFECTIVE REINFORCERS;102
12;CHAPTER 5. The First 100 Sessions;120
12.1;THE ORIGINAL GROUP;120
12.2;THE FOCAL GROUP;134
12.3;CATHY;135
12.4;GERRY;142
13;CHAPTER 6. Shaping Complex Social Behavior;148
13.1;THE FIRST YEAR: DIFFERENTIAL REINFORCEMENT;148
13.2;SNACK TIME AND THEDEVELOPMENT OF VERBAL REINFORCERS;152
13.3;SHIFTING FROM PRIMARY TOSECONDARY REINFORCEMENT;155
13.4;THE SECOND YEAR: SCHOOL TIME, ANDGENERALIZING SOCIAL RESPONSES;157
13.5;DEVELOPMENT OF ACADEMIC BEHAVIOR;159
13.6;THE THIRD YEAR: ACADEMICS IN EARNEST;165
13.7;SUMMARY;169
14;CHAPTER 7. Control of Aggressive and Tantrum Behavior;172
14.1;EXTINCTION;173
14.2;PHYSICAL RESTRAINT, REPETITION ANDREINFORCEMENT OF VERBAL "RULES";174
14.3;REMOVAL FROM THE REINFORCEMENTSITUATION AND SOCIAL ISOLATION;177
14.4;"SUSPENSION" FROM SCHOOL ASTIME-OUT" FROM REINFORCEMENT;180
14.5;PROGRAMMED RELAXATION ANDRECIPROCAL INHIBITION;181
14.6;RELAXATION TRAINING;186
14.7;DESENSITIZATION SEQUENCES;188
14.8;SUMMARY;191
15;CHAPTER 8. Summer C194
15.1;INTRODUCTION;194
15.2;PROGRAM OBJECTIVES;194
15.3;THE CHILDREN;195
15.4;STRUCTURE: GROUP ASSIGNMENTS;195
15.5;OVERALL SEQUENCE;196
15.6;INITIAL WEEK OF STAFF ORIENTATION;196
15.7;THE FIRST TWO WEEKS: ESTABLISHINGTHE REINFORCING VALUE OF C197
15.8;THE SECOND TWO WEEKS: INCREASINGTHE STRUCTURE, LIMITS ON BEHAVIOR,AND DEVELOPING ALTERNATIVEADAPTIVE BEHAVIOR;198
15.9;THE THIRD TWO WEEKS: CONSOLIDATION;200
15.10;DAILY SCHEDULE AND ACTIVITIES;200
15.11;DELAYED SECONDARY REINFORCEMENT;210
15.12;TIME-OUT FROM REINFORCEMENT:TEMPORARY EXCLUSION FROM C212
16;CHAPTER 9. Active Therapeutic Roles for Parents;216
16.1;TRAINING PARENTS AS THERAPISTS;216
16.2;THREE CASE EXAMPLES;218
16.3;TIME RELATIONSHIPS AMONGTHE BEHAVIOR DIMENSIONS;234
16.4;CONCLUSIONS;235
17;CHAPTER 10. Te Fourth Year;238
17.1;INTRODUCTION;238
17.2;PROGRAM STRUCTURE;239
17.3;BEHAVIOR CHANGES DURING THE FOURTH YEAR;241
17.4;PLANS FOR EVALUATION;250
17.5;PLANS FOR THE FIFTH YEAR;251
18;CHAPTER 11. The Programs Dissolution;254
18.1;OPERATIONAL DIMENSIONS AND PUBLIC IMAGES;254
18.2;SEDMICS DISORGANIZATION;255
18.3;LAYMAN-PROFESSIONAL ISSUES;256
18.4;SEDMIC'S UNEVEN DEVELOPMENT;256
18.5;THE LAYMEN'S UNDERESTIMATION OF THE TASK;258
18.6;THE ISSUE OF "COMMITMENT";259
18.7;NEAR-RESOLUTION OF THE CRISES;260
18.8;INCURSION OF A RIVAL AGENCY;261
18.9;THE PRESIDENT GAINS FULL CONTROL;263
18.10;SEDMIC'S FINAL PROGRAM;264
18.11;THE STAFFS FINAL PHASING OUT;265
18.12;BEHAVIORAL DETERIORATION;267
18.13;BRIEF REORGANIZATION;271
18.14;THE LAST DAY;276
19;CHAPTER 12. Summary and Conclusions;278
19.1;A SUMMARY OF PROGRAM DEVELOPMENT;279
19.2;THE FOCAL GROUP;285
19.3;MAJOR CONCLUSIONS;286
19.4;SUGGESTIONS FOR FUTURE PROGRAMMING;291
19.5;ACTIVE MENTAL HEALTH CONSUMERISM— A NOTE TO PARENTS;294
20;REFERENCES;300
21;Index;304
22;TITLES IN THE PERGAMON GENERAL PSYCHOLOGY SERIES;308