I have been reading your interchanges with interest. The thought
occurs to me that a comparison of an HPCT versus a behavior
modification approach for a particular case might be relevant to
your discussions. It seems that Greg is saying that behavior
modification approaches are common and work pretty well in everyday
life and that a behavior modification approach educated by HPCT
would be even more effective.
I work at a residential treatment center for children ages 12-17.
It is an unlocked setting. Sometimes a resident will leave center
grounds ("go AWOL"). Recently, a resident was tragically killed
during an AWOL. The problem is how to reduce AWOLS among residents
to zero.
A behavior modification approach: (a) Consequences have to be
identified which when presented after an AWOL to a resident will
result in the frequency of AWOLS decreasing. The consequences we
have used are: deduct points (relates to money), reduce status
level (relates to degree of supervision and activities allowed),
conduct a special meeting which includes the resident, treatment
team members and administrators ( ETRE meetings) which can result
in discharge, a special program, verbal warnings and lectures.
(b) Arrange the environment before an AWOL occurs which will act to
prevent AWOLs from happening. The "stimulus control" efforts we
have used are: personal physical restrainsts when staff judge a
resident to be in a state which poses a risk to self/others, verbal
statements to residents to stop or return, verbal reminders to
residents reminding them of the consequences.
It is obvious from the fact that residents are still going AWOL
that the above measures are not controlling the level of AWOLs to
the desired level of zero. The measures we are taking might be
acting to reduce the AWOL frequency but it would be hard to prove.
I would be interested in hearing what suggestions anyone has based
on HPCT which would improve the control over AWOLs.
Thanks in advance for your attention to this matter.
Environmental stimuli have to be identified which when present will
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To: Greg Williams, Bill Powers, interested others
From: David Goldstein
Subject: interchanges on social influence and learning
Date: 10/15/92