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By G. Pirooz Sholevar, Ronald M. Benson and Barton J. Blinder (Eds.)

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Sample text

While the operant might fit that new conception, it has not yet permitted an understanding of some generalization p h e n o m e n a (side effects). At present, the behavior ecology liaison must proceed in the absence of any guiding theoretical model. Specific approaches to liaison are already evident. For example, coding systems permitting the measurement of multiple child and adult behaviors are now on the clinical m a r k e t (see Wahler, House, and Stambaugh, 1976). Such systems allow a "shotg u n " a p p r o a c h to measurement: not only are targeted problem operants recorded, but other, potentially generalized behaviors can be monitored as well.

Such anticipatory " s e t s " are b o u n d to enhance the instructional value of the consultant. BEHAVIOR MODIFICATION In examining mediator conceptions of child problems, G o l d i a m o n d (1968) has discussed the importance of altering these beliefs. As he notes, a good many parents and other caregivers come to the initial interview with some c o m m o n , not very useful views a b o u t the cause of childhood behavior problems. They may either view the causes as developmental (events in the past) or as a function of events internal to the child (in his or her mind).

It is during adolescence that great changes occur both in the biology of the individual and in his way of responding to the world. Adolescence is heralded by puberty, typically occurring at approximately the ago of 12 or 13. Adolescence, however, extends well beyond puberty, and its termination has come to be defined on a legal basis occurring somewhere between the ages of 18 to 21, depending upon the locality. Recently, the problems associated with adolescence have become of increasing social concern; for example, the continually increasing crime rate reflects, in part, a large increase in the frequency of crimes committed by adolescents.

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