Child Without Tomorrow by Anthony M. Graziano, Arnold P. Goldstein and Leonard Krasner

By Anthony M. Graziano, Arnold P. Goldstein and Leonard Krasner (Auth.)

This ebook continues to be of functional worth and continues to be a big place to begin for the examine of all contributions to organizational concept because the mid-sixties. Woodward confirmed present theories of association and appeared into why a few organizational constructions seem extra profitable than others

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The low end of each dimension corresponds to the child's current behavior, and the high end defines the behavioral goal. The baseline behavior for a given child and the collective baseline behavior for the group of children can be located on the various dimensions. Obviously, as these children have been described, the behavioral baselines would fall at the low end of each dimension of deficit. Similarly, surplus behavior can be expressed as dimensions ranging from low to high, with the children's baseline behavior at the high end and the behavioral goals at the low end of each dimension.

1) It cleared away many occupational status distinctions and thus may have prevented potentially disruptive staff status competition. (2) It helped to emphasize skills rather than occupational status. For example, two staff members were extremely skillful in handling major aggressive behavior. Often, when such behavior occurred, they would be called in by a less-skilled staff member who, recognizing the other's ability, would relinquish his control. This flexibility in swapping staff activity occurred easily and smoothly.

44 Child Without Tomorrow As part of this, staff members were also expected to be fully in control of their own emotional behavior, not allowing any of it to conflict with the welfare of the children. For example, any negatively-toned reactions, such as withdrawal of positive reinforcement, must be clearly response contingent and goal directed, dispensed by staff purposefully. Any non-contingent, unplanned responses actually or potentially disruptive of the children's program were assumed due to staffs incomplete understanding of the programmed dimension.

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