Stimulus Control Procedures Research Articles

Relaxation training and attention placebo in the treatment of severe insomnia.

This study compared the effectiveness of progressive relaxation training with and without a supplementary relaxation recording, which the subjects played at home, and an attention placebo manipulation in the modification of severe insomnia in adult volunteers. The results indicated that the relaxation training procedures were significantly more effective than placebo and no-treatment controls in modifying several parameters of sleeping behavior, in reducing consumption of sleep-inducing medication, and in influencing a self-report anxiety measure. The supplementary relaxation tape did not increase the effectiveness of relaxation training conducted in the clinic, and there was no difference in the efficacy of the placebo and no-treatment conditions. Physiological data gathered during the last treatment session indicated few significant correlations between reductions in arousal associated with relaxation training and treatment outcome. Recent years have witnessed increasing interest in the treatment of insomnia from a behavioral framework. Case studies and uncontrolled group investigations suggesting the effectiveness of relaxation training techniques and stimulus control procedures (Bootzin, 1972; Geer & Katkin, 1966; Jacobson, 1964; Kahn, Baker, & Weiss, 1968) have given rise to controlled studies. Thus far this research has indicated that relaxation training procedures are effective in modifying several parameters of sleeping behavior in volunteer insomniacs. However, the mechanism(s) by which this training operates have not been clearly identified. One possibility is that this technique works because of its placebo value. Relaxation training would seem to have high face validity for the treatment of insomnia, and the impressive proprioceptive muscle feedback often associated with the technique may add to its credibility, Although a number of studies have attempted to investigate this issue (Borkovec & Fowles, 1973; Borkovec, Kaloupek, & Slama, 197S; Borkovec, Steinmark, & Nan, 1973; Haynes, Woodward, Moron, & Alex

Establishing generalized verb-noun instruction-following skills in retarded children

A transfer of stimulus control procedure was used to establish generalized verb-noun instruction-following skills in two severely retarded boys. Each of 12 verbs was trained, in a multiple baseline order, to criterion with each of 12 nouns in the form of verb-noun verbal instructions. Throughout training, reinforced probes were conducted on both trained and untrained verb-noun combinations. As training progressed, both subjects began to respond correctly to untrained verb-noun instructions. Eventually, a verb needed to be trained in combination with only one noun before generalization occurred to the as-yet-untrained 11 verb-noun instructions involving that verb.

Weight loss resulting from two behavior modification procedures with nutritionists as therapists

Fifty-four female volunteers, 25–50 yr of age and 15–60% overweight, underwent one of two behavioral weight control treatments administered by a trained nutritionist. One made use of a variety of behavioral self-control procedures including self-reinforcement and punishment, shaping, response blockage, and stimulus control in an effort to reduce overall food consumption. The other, designed with Schachter's research on overweight and overeating in mind, was based primarily on stimulus control procedures, a component of the more popular combination-of-ingredients approach which, individually, holds promise as a weight control technique. Both treatments included extensive information on nutrition and health. Overall, weight losses were large and stable. The two treatment groups, did not differ in effectiveness immediately after treatment but were significantly different ( p <.05) in favor of the stimulus control treatment at both 3- and 6-month follow-ups.

Behavior therapy for weight reduction

Behavioral approaches to obesity were reviewed and empirical support for the procedures was evaluated. Treatments were categorized on the basis of a primary focus on the antecedents or consequences of eating behavior. It was concluded that the most effective approach was a combination of antecedent stimulus control procedures supplemented by any of a variety of contingency management techniques. The application of self-control procedures was especially effective. Recommendations were made for the use of contingency contracting and for the sequential application of treatment techniques. The importance of identifying individual differences in responsiveness to treatments was discussed. A research strategy was presented and the results of two studies based on the strategy were described.

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI1

A transfer of stimulus control procedure was used to teach three profoundly retarded adolescents a series of specific responses to specific verbal instructions. After imitative control of a behavior was established, a verbal instruction was presented immediately before the behavior was modelled. Each correct response was followed on the next trial by inserting a delay between the verbal instruction and the modelling of the behavior. The delays increased from trial to trial. Transfer of stimulus control was indicated when a subject responded correctly on five consecutive trials before the behavior was modelled. All three subjects responded correctly to each verbal instruction after that item was trained in a multiple-baseline order. Generalization did not occur to items that had not been trained. Probe data revealed that some variations of the verbal instructions controlled responses after training was completed.

The application of multiple contingencies to rocking behavior in a non-retarded child

Long-term stereotyped rocking by a 6-yr-old boy of superior intelligence was eliminated using a point contract system, time out, and the establishment of stimulus control procedures over rocking by the parents. After 1 week of treatment, rocking frequency decreased substantially close to zero, with no recurrence at follow-ups at 6- and 12-month intervals.

Teaching self-control of study behavior

A self-control procedure to improve study habits was taught to 38 volunteer students at the University of New Mexico summer school. The program involved the utilization of stimulus control procedures, self-reinforcement and punishment, and the SQ3R method (Robinson, 1946) of studying. Ss receiving the lessons showed a significant gain in grade point average (G.P.A.) for the three semesters following the study over the two preceding semesters, when compared with those not receiving the lessons. This gain was not due to any change in University grading standards. No difference in G.P.A. gains was found between Ss who received and discussed the lessons in group meetings and those who simply received them individually in written form.

Instrumental conditioning of blood pressure elevations in the baboon.

Two adult male baboons were surgically prepared with arterial catheters which provided a continuous measure of blood pressure and heart rate. Environmental consequences (food and electric shock) were made contingent upon prespecified increases in diastolic blood pressure levels. Continued exposure to these contingencies resulted in substantial increases in both diastolic and systolic pressures. The results demonstrated that blood pressure changes are highly susceptible to both operant“shaping” and stimulus control procedures and extend the range of instrumental conditioning effects upon the cardiovascular system.