Generalization and Constrast Phenomena in Behavior Modification with Children. Preliminary Draft.

The present research was designed to answer two basic questions: (1) Do children who are referred for treatment of behavior problems in one setting also exhibit such behavioral problems in the others? (2) Does behavior modification in the primary setting have any systematic effect on children's behavior in the other (secondary) setting? Thirty-five children, identified by either parents or teachers as having behavior problems either at home or at school, were involved in an intervention treatment study: (1) 15 children were referred for outpatient treatment for 'active' behavior problems in the home setting (the 'home problem' sample); (2) 12 children, the 'school problem' sample, were referred for treatment of behavior problems in the school setting; and (3) 8 children were recruited to form the 'school problem control' sample. Verbal reports by parents and teachers were obtained, and independent measures were taken in both the home and school setting on the 'deviant' children. The Walker Problem Identification Checklist was administered to the children's teachers, and the Bi-Polar Adjective Checklist was given to all parents of children before and after receiving their respective treatments. Study results indicate that unprogrammed positive generalization rarely occurs. If children have difficulty in both school and home settings they should probably receive simultaneous treatment in both settings. (CS)