Private events: Do they belong in a science of human behavior?

The role of thinking, feeling, and other private events has received a great deal of attention in mainstream psychology but has been virtually ignored in behavior analysis until recently. This paper introduces a series of papers from a symposium that explored the roles of private events in a science of human behavior. We briefly explore the role private events are assigned in several behavioral orientations. Next, we discuss several positions on how private events might be conceptualized within a behavior-analytic framework. We conclude by noting that the dearth of research and conceptualizations about private events unnecessarily limits the theoretical or conceptual understanding on which applied behavior analysts base their work. With this paper and the papers that follow, we hope to spark research, discussion, and yes, thinking, about the roles of thinking and feeling.

Discriminant validity of self-reported anxiety and depression in children: generalizability to clinic-referred and ethnically diverse populations.

In the present study, we investigated the relation of childhood anxiety and depression with 240 children (56% clinical referrals, 44% nonclinical referrals) ages 8 to 14 years. Participants were administered the State-Trait Anxiety Inventory for Children (STAIC) and the Children s Depression Inventory (CDI), two commonly used self-report measures of childhood anxiety and depression. The principal focus of this study was to examine the discriminant validity of these measures at the level of individual items through factor analysis. Although high correlations were found between overall scores on the CDI and STAIC, factor analysis yielded distinct factors of anxiety and depression. Thus, with the inclusion of clinic-referred and ethnically diverse groups, the present study provided support for the generalizability of findings of similar research with non-clinic-referred, primarily-Caucasian samples.

Why functional assessment is enough: a response to Reiss and Havercamp.

Reiss and Havercamp (1997) recently suggested that sensitivity theory offers a basis from which to assess and treat challenging behavior exhibited by people with developmental disabilities. They contended that this approach would lead to more effective and durable interventions than would reliance on functional assessment. We respond to their claim that functional assessment is "not enough." After briefly reviewing and critiquing sensitivity theory, we outline the basic tenets of behavior analysis and describe literature on the development and use of functional assessment methodologies with individuals with developmental disabilities exhibiting challenging behavior, responding to several of Reiss and Havercamp's comments about the utility of this approach. Finally, we discuss several limitations of behavior analysis and functional assessment, providing examples of how these limitations are being addressed.

DSM-IV and disorders of childhood and adolescence: can structural criteria be functional?

The structural, descriptive basis of the diagnostic categories outlined in the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV; American Psychiatric Association, 1994) is contrasted to a system of functional analysis, with regard to (a) clinical diagnosis, (b) target behavior identification, (c) treatment design, (d) treatment evaluation, and (e) clinical research. It is noted that structural classification is a useful starting point for these activities but that functional analysis has greater utility for target behavior identification and treatment design by giving consideration to antecedent and consequent events, skills repertoires, response interrelations, and support systems. Examples of melding structural classification and functional analytic systems are provided with reference to certain childhood disorders: mental retardation, disruptive behavior disorders, and anxiety disorders. Recommendations are made for an elaboration of the DSM axes to include (a) psychosocial and environmental resources and deficits, and (b) idiographic case analysis. It is suggested that these axes will assist in systematizing functional analysis and making it more accessible to all clinicians and researchers.

The Keane PTSD Scale extracted from the MMPI: sensitivity and specificity with Vietnam veterans.

A study was conducted to further investigate whether the Keane Posttraumatic Stress Disorder (PTSD) Scale of the Minnesota Multiphasic Personality Inventory (MMPI) can be employed as a separate instrument administered outside the context of the full MMPI. A group of Vietnam combat veterans with diagnosed PTSD and two comparison groups of veterans without PTSD (Vietnam combat and era veterans) were diagnosed by clinical interviews. Over 84% of the 64 veterans in the study were accurately classified by the Keane PTSD Scale into their original diagnostic groups. Excellent test sensitivity was demonstrated, with 90% of combat veterans with PTSD being properly classified by the Keane PTSD Scale when the recommended cutoff score of 30 was utilized. The clinical and research implications are discussed.

Evaluation of an HIV/AIDS education program for family-based foster care providers.

Because individuals with mental retardation have recently been identified as a group at-risk for developing HIV infection, HIV/AIDS training programs for service providers working with this population are critical. In this study an HIV/AIDS education program for family-based foster care providers was described and evaluated. The results indicate that although these service providers had some prior knowledge about HIV and AIDS, there were significant improvements in knowledge following the training. Implications of these findings for individuals with mental retardation were discussed.

AIDS risk behaviors and knowledge among heterosexual alcoholics and non-injecting drug users.

The disinhibitory effects of abusable substances on sexual behavior and the increasing HIV prevalence among heterosexuals suggest that alcoholics and non-injection drug users may be at risk for HIV infection. We examined alcohol and non-injection drug use as AIDS risk factors, AIDS risk knowledge, and the effect of AIDS education upon voluntary HIV testing among 91 heterosexual male inpatients in a VA alcohol rehabilitation program. Questionnaire data revealed relationships between age, the use of alcohol, marijuana and intranasal cocaine just prior to sex and an increase in the number of female sexual partners. Use of alcohol just prior to sex was also associated with an increased number of unprotected sexual behaviors. AIDS risk knowledge in our sample was comparable to norms from previous studies. Inpatients received education concerning alcohol and sexuality either with or without an AIDS component. AIDS education and offer of HIV testing were associated with increased requests for HIV testing.

Applied behavior analysis at West Virginia University: A brief history.

The development of an emphasis on applied behavior analysis in the Department of Psychology at West Virginia University is traced. The emphasis began primarily in the early 1970s, under the leadership of Roger Maley and Jon Krapfl, and has continued to expand and evolve with the participation of numerous behavior analysts and behavior therapists, both inside and outside the department. The development has been facilitated by several factors: establishment of a strong behavioral emphasis in the three Clinical graduate programs; change of the graduate program in Experimental Psychology to a program in basic Behavior Analysis; development of nonclinical applied behavior analysis within the Behavior Analysis program; establishment of a joint graduate program with Educational Psychology; establishment of a Community/Systems graduate program; and organization of numerous conferences. Several factors are described that seem to assure a stable role for behavior analysis in the department: a stable and supportive "culture" within the department; American Psychological Association accreditation of the clinical training; a good reputation both within the university and in psychology; and a broader community of behavior analysts and behavior therapists.

A meta-analysis of intervention research with problem behavior: treatment validity and standards of practice.

Published intervention research to remediate problem behavior provides a major source of empirical evidence regarding standards of practice and the relative effectiveness of intervention strategies. A meta-analysis of the developmental disabilities literature for the years 1976 through 1987 was performed. Two measures of intervention effectiveness were employed to evaluate the relations between standards of practice, intervention and participant characteristics, and the treatment validity of different levels of intervention for a range of excess behaviors. The results largely failed to support several widespread assumptions regarding precepts of clinical practice. Suggestions were made concerning clinical-experimental research and publication practices to ensure that future work will provide a more conclusive base.