Peer Coercion and Electronic Messaging

This chapter examines how features of electronic communication (text messaging, Facebook, and Twitter) make it an ideal environment for peer influence, and how positive and negative peer reinforcement via electronic communication relates to the development and perpetuation of antisocial behavior. Electronic modes of communication allow youth to be in contact with their peer group instantaneously and continuously. The continuous access provided by electronic forms of communication may intensify the role of positive and negative reinforcement processes. Electronic communication extends youths’ ability to engage in the aversive behaviors that characterize peer coercion. This immediacy also permits less aversive, positive reinforcement processes—such as laughter and encouragement—to continue even when peers are not physically together. The role of text message communication in peer coercion and deviancy training is examined, and illustrative examples are presented. The challenges associated with measuring and observing children’s involvement with an ever-changing virtual landscape are also discussed.

Factors Associated with the Drug Use of Fifth through Eighth Grade Students

This study examines demographic and psychosocial factors associated with drug use of fifth through eighth grade students ( N = 873). Nearly 28 percent of the students surveyed reported using cigarettes, alcohol or marijuana in the preceding four months. Associations with drug using peers had twice as much influence on drug use as the adolescent's own favorable drug use attitude. Both variables together explained 55 percent of the variance. Involvement in problem behaviors, beliefs about personal consequences of drug-taking, and adult and peer reinforcement and expectations were statistically significant and accounted for an additional 8 percent of the variance.

Relationship of Reinforcement by Student Clinicians and Peers to Accuracy of Imitated Grammatical Constructions during Language Training

Percentages of correctly imitated grammatical constructions were examined within a framework of reinforcement theory. Four small treatment groups, each of 4 language-delayed children, were repeatedly observed interacting with different student-clinicians. The Therapy Reinforcement Schedule was used to obtain frequency counts of verbal and non-verbal reinforcements so that within each language group the students could be objectively divided into those who frequently and infrequently were reinforcing, and the children into those for whom peer-reinforcement was high or low. The resulting 4 groups were compared for proportions of accurately imitated constructions with a repeated-measures analysis of variance design (student-clinicians' reinforcement × peers' reinforcement × trials). Correctly scored imitations increased significantly over trials. In addition, children interacting with frequently reinforcing students received higher imitation scores than those with infrequently rewarding ones. Significant main effects of reinforcement by the peer group were not observed, although a reliable interaction of student-clinicians' reinforcement × peers' reinforcement was present. Regression analyses indicated the importance of certain types of reinforcements in predicting accuracy of imitation.

Inadvertent Reinforcement in Oral Myofunctional Therapy

The possibility of inadvertent reinforcement of undesirable behaviors during oral myofunctional therapy is examined. It is suggested that inappropriate use of therapist attention is often responsible for such reinforcement and it is concluded that: I) attention may function as a positive reinforcer for any behavior upon which it is contingent, 2) attention may serve as a reinforcer regardless of the intent of therapists' verbal statements which accompany it, and 3) therapist attention affects group behavior and patterns of peer reinforcement.

An Analysis of the Reinforcing Function of Clinician Attention

This paper examines the reinforcing effects of attention in speech-language remediation. It concludes that: 1) attention may be a strong positive reinforcer for any behavior upon which it is contingent, 2) attention may serve as a reinforcer regardless of the intent of clinicians' verbal statements which accompany it, and 3) clinician attention affects group behavior and patterns of peer reinforcement.

Behavior Modification in the Treatment of Hypertension

This study examines the use of a behavior modification program as an adjunct to the medical treatment of essential hypertension. The subjects, outpatients with medically treated, but uncontrolled, essential hypertension, were exposed to group interaction (including such processes as peer reinforcement, peer competition, and cognitive dissonance), individual blood pressure monitoring, stimulus control, and direct social influence. The control subjects received only routine medical treatment for their hypertension. Results indicated that the experimental subjects significantly decreased their diastolic blood pressures between pre- and post-treatment measures (spanning a period of four weeks), whereas the control subjects showed no such change. Thus it appears possible to use behavior modification to help in the treatment of essential hypertension.