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By G. Pirooz Sholevar, Ronald M. Benson and Barton J. Blinder (Eds.)

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It is also true that sampling these behaviors may be a good deal m o r e intermittent—again because of occurrences outside the caregiver's scope of direct observation. One is therefore forced to settle for a rough approximation of occurrences for these behaviors. While the caregiver should be prepared to chart each detection on a one-by-one basis, a yesno statement for each detection should also be noted at the end of every day. In this way, should the caregiver neglect to chart detections during the day, at least one is assured of a weekly incidence report.

Generalization Issues T h e preceding few pages describe clinical practice as derived from two decades of learning theory guided research. Like any approach to behavior change, this current p r o d u c t is by no means considered final in the sense that a foolproof means of helping troubled children is now available. H o p e fully, behavior modification procedures will continue to evolve as new research adds and detracts from existing clinical practice. T h e very fact that this book deals with a number of clinical strategies is a position view on the state of the art: no one strategy has yet solved the task of assessing and treating h u m a n problems.

3) Finally, the interview 29 should permit a specification of the child's foremost behavior deficiencies; those that should occur in caretaker presence, but d o not. Typical examples here are sustained work, cooperative social interchanges, play and in m o r e serious disorders, receptive a n d / o r expressive language. In the later intervention phase, these deficient behaviors would hopefully take the place of problem behaviors comprising set n u m b e r 1. In reference to the above child behavior sets, the consultant interviewer will also find it useful to initiate caretaker recollection on how these adults deal with the child.

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