Coercive Family Process, Volume 3 |
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Page 11
... tend to have poor academic skills . Family management skills can be taught ; in fact , at OSLC training in these skills is the central focus for the treatment of families with antisocial children . When these skills are not practiced ...
... tend to have poor academic skills . Family management skills can be taught ; in fact , at OSLC training in these skills is the central focus for the treatment of families with antisocial children . When these skills are not practiced ...
Page 206
... tend to affiliate with jocks , the popular with the popular , the scholars with the scholars , and so forth . By a process of elimination , those children with the lowest status in the peer group affiliate with each other . In effect ...
... tend to affiliate with jocks , the popular with the popular , the scholars with the scholars , and so forth . By a process of elimination , those children with the lowest status in the peer group affiliate with each other . In effect ...
Page 225
... tend to " overlook " prosocial behavior . They forget to reinforce . Many of the reinforcers that are given tend to be presented con- tingent upon no particular response ; i.e. , they are noncontingent . When disciplining is necessary ...
... tend to " overlook " prosocial behavior . They forget to reinforce . Many of the reinforcers that are given tend to be presented con- tingent upon no particular response ; i.e. , they are noncontingent . When disciplining is necessary ...
Contents
Chapter | 10 |
Observations of Family Process | 41 |
Chapter 4 | 66 |
Copyright | |
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adults aggres analysis antece antecedent antisocial behavior antisocial child antisocial children attacks aversive events Bandura base rate base-rate values baseline behav boys caretaker changes Chapter chil cial clinical samples coercion coercive behavior coercive child behavior coercive responses consequences contingent correlation counterattack covariation crises delinquent described deviant behavior disruption dren dyad effect escalation experimental family interaction family management family members fathers findings frequency functional relations given havior hypothesis increase interac irritable labeled learning likelihood mean measures ment mothers negative reinforcement Noncomply nursery school observation occur OSLC outcome parents Patterson peers person positive reinforcement preschool present problem child produce prosocial punishment reactions Reid reported reviewed role sequence sessions showed siblings significant significantly sion skills Social Aggressors social interaction sponse Stealers stealing stimuli suggest TAB scores Table target child target event Tease theory tion tive treatment variables Whine