Using Social Comparison Procedures in Educating Behaviorally Disordered Pupils

1982 ◽  
Vol 7 (4) ◽  
pp. 219-224 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Social Comparison ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Reading Program ◽  
Evaluation Procedure ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
The Social ◽  
Practical Implications

Social comparison is an applied behavior analysis evaluation procedure that may help educators evaluate whether or not an improvement in classroom functioning has practical value to the treated pupil. This paper describes how to use the social comparison procedure. As an illustration, a case is presented in which the effects of a reading program on the performance of a behaviorally disordered pupil was evaluated through social comparison. Practical implications are offered pertaining to the use of social comparison in education programs for such pupils.

Social Validation: Use of Normative Peer Data to Evaluate LD Interventions

1979 ◽  
Vol 2 (4) ◽  
pp. 93-98 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Learning Disabilities ◽  
Academic Performance ◽  
Social Comparison ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Subjective Evaluation ◽  
Comparison Method ◽  
Treatment Programs ◽  
Social Validation ◽  
The Social

Social validation is an applied behavior analysis evaluation strategy that may help educators determine whether a change in academic performance has practical value for pupils with learning disabilities. This paper describes two methods of social validation: social comparison and subjective evaluation. Applied examples of the social comparison method with LD pupils are offered. Several implications and areas for further study are described relating to the use of the social comparison method in evaluating treatment programs for LD pupils.

De sociale identiteit van werklozen: gevolgen voor het welzijn

2014 ◽  
Vol 30 (2) ◽  
Author(s):  
Els Vanbelle ◽  
Emma Boonen ◽  
Hans De Witte
Keyword(s):  
Social Identity ◽  
Social Comparison ◽  
Social Identity Theory ◽  
Work Ethic ◽  
Well Being ◽  
Social Identification ◽  
The Social ◽  
Traditional Work ◽  
The Unemployed ◽  
Practical Implications

The social identity of unemployed: effects on well-bein The social identity of unemployed: effects on well-bein Based on Tajfel and Turner's (1979) Social Identity Theory, we distinguish two aspects of the social identity of the unemployed: social comparison with the employed (the in-group image of the unemployed) and social identification with the unemployed. We expect that the unemployed will evaluate their group in more negative terms compared to the employed. A negative in-group image and the social identification with the unemployed are expected to correlate negatively with various aspects of well-being. Finally, we hypothesise that cultural and economic conservatism and the traditional work ethic are associated with a negative in-group image and a lower identification with the unemployed. Data of unemployed individuals (N = 300) were gathered by means of a written questionnaire. The results confirm our hypotheses regarding the in-group image and the association between both aspects of social identity and various well-being measures. Only the traditional work ethic was found to correlate negatively with the in-group image, whereas only economic conservatism correlated negatively with the identification with the unemployed. The theoretical and practical implications of our findings are discussed.

scholarly journals Pengembangan Interaksi Sosial Anak Autis melalui Terapi Applied Behavior Analysis

2020 ◽  
Vol 8 (3) ◽  
pp. 271-288
Author(s):  
Ai Siti ◽  
Elly Marlina ◽  
Dudy Imanuddin Effendy
Keyword(s):  
Social Interaction ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Initial Conditions ◽  
Implementation Process ◽  
Eye Contact ◽  
Children With Autism ◽  
Verbal Language ◽  
The Social ◽  
Social Interaction Skills

Penelitian ini bertujuan untuk mendeskripsikan kondisi awal kemampuan interaksi sosial anak autis, proses pelaksanaan dan hasil dari bimbingan dengan metode terapi Applied Behavior Analysis. Metode penelitian yang digunakan yaitu deskriptif kualitatif. Hasil penelitian menunjukkan: kondisi awal kemampuan interaksi sosial anak autis masih belum memiliki kontak mata yang fokus dan bahasa verbal yang bagus. Proses pelaksanaan bimbingan kepada anak autis usia SDLB dilakukan oleh terapis; Bimbingan kepada anak autis usia kelas vokasional oleh konselor;Bbimbingan oleh semua pegawai SLB Autisma Bunda Bening Selakshahati selama 24 jam penuh. Hasil bimbingan menunjukkan bahwa anak autis mampu memiliki kontak mata yang fokus dan bahasa verbal yang bagus. This study aims to describe the initial conditions of social interaction skills of children with autism, the implementation process, and the results of guidance using the Applied Behavior Analysis method. The research method used is descriptive qualitative. The results showed that: the initial condition of the social interaction ability of children with autism still did not have focused eye contact and acceptable verbal language. Therapists carry out implementing guidance for children with autism at SDLB age; Guidance for children with autism in a vocational class by counselors; Guidance by all employees of SLB Autism Bunda Bening Selakshahati for 24 hours straight. The guidance results show that children with autism can have focused on eye contact and acceptable verbal language.

How can experiments play a greater role in public policy? Three notions from behavioral psychology

2020 ◽  
Vol 5 (1) ◽  
pp. 50-59 ◽  
Author(s):  
SCOTT McCONNELL
Keyword(s):  
Public Policy ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Scale Up ◽  
Scaling Up ◽  
Behavioral Research ◽  
Social Value ◽  
Current Paper ◽  
Behavioral Psychology ◽  
The Social

AbstractAl-Ubaydli et al. provide a far-reaching, insightful and directly actionable analysis of how social-behavioral research may exert more influence over the development and implementation of public policy. Their paper offers a sophisticated understanding of the ‘scale-up effect’, or factors that influence the extent to which positive experimental effects replicate as an intervention is implemented more broadly. Using economic principles, models and analyses, they offer 12 proposals for improving the process of scaling up effective and policy-relevant interventions. The current paper outlines how their proposals share a number of complementary features with behavioral psychology and applied behavior analysis. This response considers three possible points of intersection: (1) perspectives on the importance and challenges of studying and controlling our own behavior; (2) approaches to determining the social value of intervention outcomes and the procedures for achieving them; and (3) recommendations for deploying meaningful, common measures across phases of research.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Review of Applied Behavior Analysis.

1988 ◽  
Vol 33 (3) ◽  
pp. 271-271
Author(s):  
Cyril M. Franks
Keyword(s):  
Behavior Analysis ◽  
Applied Behavior Analysis
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