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1.
Lancioni GE Singh NN O'Reilly MF Sigafoos J Ricci I Buonocunto F Sacco V 《Perceptual and motor skills》2012,114(2):353-362
This study assessed a new microswitch arrangement for eyelid responses using an optic sensor placed above the cheekbone and a small sticker on the person's eyelid. This new arrangement, which was designed to avoid interference of the microswitch with the person's visual functioning, was tested on three adults with acquired brain injury and multiple (consciousness, communication, and motor) disabilities. The study was carried out according to a non-concurrent multiple baseline design across participants. Data showed the new microswitch arrangement was suitable for all three participants, who increased their responding during the intervention phase of the study when their responses allowed them to access preferred stimulation. Practical implications of the findings are discussed. 相似文献
2.
Lancioni GE Singh NN O'Reilly MF Sigafoos J Buonocunto F Sacco V D'Agostino I Navarro J Addante LM 《Perceptual and motor skills》2010,111(2):485-495
The possibility of enabling two adults with acquired brain injury and profound multiple disabilities to use microswitch-based technology to attain preferred environmental stimuli on their own was assessed. Each of the participants was provided with two microswitches that could be activated by right and left head-turning or head-bending responses. The microswitches were introduced sequentially according to a multiple probe design across microswitches (responses) and allowed access to different sets of auditory or visual stimuli. Eventually, the two microswitches were made available simultaneously. Sessions lasted 5 min. Each participant learned to use the two microswitches successfully and maintained consistent levels of responding when they were simultaneously available. During this phase, both participants showed large within-session variations in their right and left response frequencies, with one of them showing an overall prevalence of the left-side response. The importance of assistive technology within programs for persons with acquired brain injury and multiple disabilities is discussed. 相似文献
3.
This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy,
and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased
children’s response opportunities, academic responses, and accuracy in comparison to extended wait-time. Though variable,
brief wait-time also decreased children’s disruptive behavior. Findings differ from previous research, which found performance
improvements with extended wait-time for children with moderate to profound cognitive disabilities. Limitations of the study
and future research suggestions are discussed. 相似文献
4.
This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy,
and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased
children’s response opportunities, academic responses, and accuracy in comparison to extended wait-time. Though variable,
brief wait-time also decreased children’s disruptive behavior. Findings differ from previous research, which found performance
improvements with extended wait-time for children with moderate to profound cognitive disabilities. Limitations of the study
and future research suggestions are discussed. 相似文献
5.
Adrian Furnham 《Current psychology (New Brunswick, N.J.)》2009,28(4):225-239
In all, 187 participants completed a new, self-report measure of eight multiple intelligences (Haselbauer 2005), a General Knowledge test (Irwing et al. Personality and Individual Differences 30:857–871, 2001), a measure of Approaches to Learning Styles (Biggs 1987), a measure of the Big Five personality traits (Costa and McCrae 1992), as well as gave their own estimated scores on the Gardner (1999) multiple intelligences. Alpha co-efficients were modest with only three of the eight test-derived, multiple intelligence
scores being over .70. ‘Linguistic’ and Mathematical intelligence alone were correlated with General Knowledge. Five of the
eight ‘intelligences’ were correlated both with Extraversion and Openness. Regressions indicated that ‘Intrapersonal intelligence’
was closely linked with Stability and Conscientiousness; ‘Interpersonal intelligence’ with Extraversion; ‘Linguistic intelligence’
with Openness; ‘Mathematical intelligence’ with Agreeableness and Conscientiousness. Correlations between self-estimated and
test-derived emotional intelligence showed correlations ranging from r = .18 to r = .56 for similar type ‘intelligences’. This study provides modest evidence for the concurrent and construct validity of
this measure. It requires more psychometric evidence of validity before it is used. 相似文献
6.
Francesca Shipp G. Leonard Burns Chris Desmul 《Journal of psychopathology and behavioral assessment》2010,32(4):557-564
Confirmatory factor analysis was used to test the construct validity of an attention-deficit/hyperactivity disorder-inattention,
attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder toward adults, academic
and social competence factor model with teacher ratings of Thai adolescents (n = 872) with the Child and Adolescent Disruptive Behavior Inventory. The five-factor model resulted in an adequate fit in
an absolute sense (i.e., CFI = .960; TLI = .985; RMSEA = .065; and WRMR = .883). All the items had significant and substantial
loadings on their respective factors (i.e., > .78) with the five-factors showing discriminant validity. The five-factor model
also resulted in similar results for boys and girls separately as well as younger and older adolescents. The current findings
with the teacher version of the measure in conjunction with earlier research with mothers’ and fathers’ ratings of Brazilian,
Thai, and American children (Burns et al., Psychological Assessment, 20, 121-130, 2008) and Thai adolescents (Burns et al., Psychological Assessment, 21, 635-641, 2009) provide increasing support for the construct validity of Child and Adolescent Disruptive Behavior Inventory within multiple
cultures. Procedures are also outlined to improve the content validity as well as test the construct validity of forthcoming
parent and teacher DSM-V ADHD/ODD rating scales. 相似文献
7.
Kate E. Fiske Amy P. Cohen Meredith J. Bamond Lara Delmolino Robert H. LaRue Kimberly N. Sloman 《Journal of Behavioral Education》2014,23(4):470-487
A common recommendation for teaching skills to children with autism is to apply differential reinforcement by reserving high-quality reinforcement for unprompted responses (Sundberg and Partington in Teaching language to children with autism or other developmental disabilities, Behavior Analysts Inc., Pleasant Hill, 1998). Earlier research focuses primarily on schedules or quality of reinforcement, rather than magnitude of reinforcement, when evaluating the use of differential reinforcement in practice. The utility of magnitude-based differential reinforcement may be dependent upon evidence that a learner responds differentially to large and small amounts of reinforcement such that he or she selects the large amount of reinforcement over the small amount of reinforcement and engages in more responses that produce the relatively larger magnitude reinforcement. Three individuals with autism participated in a treatment comparison of differential reinforcement. The manipulation of magnitude of differential reinforcement in a skill acquisition program did not have an appreciable effect on the rate of acquisition for any of the three participants. 相似文献
8.
Lancioni GE Singh NN O'Reilly MF Sigafoos J Oliva D Scalini L Castagnaro F Di Bari M 《Cognitive processing》2007,8(4):279-283
The present study assessed the possibility of promoting pre-ambulatory foot–leg movements in children with multiple disabilities
by motivating their action through contingent stimulation combined with a support device. Two children aged 10 and 8 years
participated. Microswitch technology (i.e., pressure sensors under the shoes or optic sensors at the front–inner side of the
shoes) served for detecting the foot–leg movements and providing contingent stimulation on their occurrence. Sensor activation
produced 5 s of stimulation during intervention. Data showed that both children had significant increases in foot–leg movements
during the intervention phases. Implications of the data in terms of skill acquisition and further intervention prospects
are discussed. 相似文献
9.
Giulio E. Lancioni Mark F. O'Reilly Francesca Campodonico 《Cognitive behaviour therapy》2013,42(1):17-22
This study assessed technological resources for supporting adaptive responses in 2 men with profound multiple disabilities. The technological resources (an electronic control device connected to optic sensors and pleasant stimuli) ensured the activation of those stimuli contingent on adaptive responses. The responses consisted of putting various objects in a container fitted to a desk. Data showed that both participants reached satisfactory levels of adaptive responses in the intervention and generalization settings. Procedural issues, practical implications of the findings and measures for promoting response maintenance were discussed. 相似文献
10.
Carbone VJ Sweeney-Kerwin EJ Attanasio V Kasper T 《Journal of applied behavior analysis》2010,43(4):705-709
The purpose of this study was to determine the effect of manual sign mand training combined with prompt delay and vocal prompting on the production of vocal responses in nonvocal children with developmental disabilities. A multiple baseline design across participants verified the effectiveness of this intervention. All participants showed increases in vocal responses following the implementation of the independent variables. 相似文献
11.
The social problem posed by family conflict to the physical and psychological health and well-being of children, parents,
and underlying family relationships is a cause for concern. Inter-parental and parent–child conflict are linked with children’s
behavioral, emotional, social, academic, and health problems, with children’s risk particularly elevated in distressed marriages.
Supported by the promise of brief psycho-educational programs (e.g., Halford et al. in Journal of Family Psychology 22:497–505,
2008; Sanders in Journal of Family Psychology 22:506–517, 2008), the present paper presents the development and evaluation of a prevention program for community families with children,
concerned with family-wide conflict and relationships, and building on Emotional Security Theory (Davies and Cummings in Psychological
Bulletin 116:387–411, 1994). This program uniquely focuses on translating research and theory in this area into brief, engaging programs for community
families to improve conflict and emotional security for the sake of the children. Evaluation is based on multi-domain and
multi-method assessments of family-wide and child outcomes in the context of a randomized control design. A series of studies
are briefly described in the programmatic development of a prevention program for conflict and emotional security for community
families, culminating in a program for family-wide conflict and emotional security for families with adolescents. With regard
to this ongoing program, evidence is presented at the post-test for improvements in family-wide functioning, consideration
of the relative benefits for different groups within the community, and preliminary support for the theoretical bases for
program outcomes. 相似文献
12.
Unitization, the creation of new stimulus features by the fusion of preexisting features, is one of the hypothesized processes
of perceptual learning (Goldstone Annual Review of Psychology, 49:585–612, 1998). Some argue that unitization occurs to the extent that it is required for successful task performance (e.g., Shiffrin &
Lightfoot, 1997), while others argue that unitization is largely independent of functionality (e.g., McLaren & Mackintosh Animal Learning
& Behavior, 30:177–200, 2000). Across three experiments, employing supervised category learning and unsupervised exposure, we investigated three predictions
of the McLaren and Mackintosh (Animal Learning & Behavior, 30:177–200, 2000) model: (1) Unitization is accompanied by an initial increase in the subjective similarity of stimuli sharing a unitized
component; (2) unitization of a configuration occurs through exposure to its components, even when the task does not require
it; (3) as unitization approaches completion, salience of the unitized component may be reduced. Our data supported these
predictions. We also found that unitization is associated with increases in overt attention to the unitized component, as
measured through eye tracking. 相似文献
13.
Vivian I. Correa Zobeida E. Bonilla Maria E. Reyes-MacPherson 《Journal of child and family studies》2011,20(1):66-77
The social support networks of 25 Puerto Rican single mothers of young children with disabilities were examined and compared
with current models of family support for children with disabilities. This study was designed to assess the support systems
of Latino single mothers in light of dominant models of family support. The Family Support Scale, the ECOMAP, and responses
to open-ended questions were employed to describe the characteristics of Puerto Rican single mothers’ support systems. Study
findings suggest that members of the children’s immediate and extended kinship system, including non-blood relatives (e.g.,
madrinas), play a strong role in the support network of the mothers interviewed. Implications for early childhood professionals who
work with Latino parents of children with disabilities are examined. 相似文献
14.
Comparisons of Child Behavior Checklist (CBCL) scores from 31 societies (Rescorla et al. Journal of Emotional and Behavioral
Disorders 15:13–142 2007) supported the instrument’s multicultural robustness, but none of these societies was in South America. The present study
tested the multicultural robustness of the 2001 CBCL using data from a national epidemiological survey in Uruguay. Participants
were 1,374 6- to 11-year-olds recruited through 65 schools nationwide; 1,098 (80%) had received no mental health or special
education services in the past year (non-referred group), whereas 276 (referred group) had been referred for mental health services, had repeated ≥2 grades, or had significant developmental disabilities.
Mean item ratings, factor structure, and scale internal consistencies were very similar to findings reported by Rescorla et
al. (Journal of Emotional and Behavioral Disorders 15:13–142 2007) and Ivanova et al. (Journal of Clinical Child and Adoloescent Psychology 36: 405–417 2007). Children from low SES school environments obtained higher problem scores, especially in the referred group. Gender, age,
and referral status effects paralleled those in the U.S. Non-referred children obtained somewhat higher mean problem scores
in Uruguay than in the U.S., but mean score differences between non-referred and referred children were smaller in Uruguay
than the U.S. Findings supporting the CBCL’s multicultural robustness in a South American country extend the generalizability
of findings reported by Rescorla et al. (Journal of Emotional and Behavioral Disorders 15:13–142 2007) for 31 societies. 相似文献
15.
Matthew C. Haug 《Philosophical Studies》2010,150(3):313-330
Several philosophers (e.g., Ehring (Nous (Detroit, Mich.) 30:461–480, 1996); Funkhouser (Nous (Detroit, Mich.) 40:548–569, 2006); Walter (Canadian Journal of Philosophy 37:217–244, 2007) have argued that there are metaphysical differences between the determinable-determinate relation and the realization relation
between mental and physical properties. Others have challenged this claim (e.g., Wilson (Philosophical Studies, 2009). In this paper, I argue that there are indeed such differences and propose a “mechanistic” account of realization that elucidates
why these differences hold. This account of realization incorporates two distinct roles that mechanisms play in the realization
of mental (and other special science) properties which are implicit, but undeveloped, in the literature—what I call “constitutive”
and “integrative” mechanisms. I then use these two notions of mechanism to clarify some debates about the relations between
realization, multiple realizability, and irreducibility. 相似文献
16.
Generativity investigations have explored the manner by which adults derive meaning and fulfillment from their life activities
(e.g., Erikson in Identity, youth, and crisis W.W. Norton & Company Inc.,NY, 1968; McAdams and Logan in American Psychological Association, 15–31, 2004). Faith and religious practice have often been central features of adult meaning making, yet the relationship between one’s
spiritual identity and one’s generative concern or activities has received only limited investigation. Lesser still has been
investigated examining the degree to which young adults demonstrate generative concern. The current study examined the relationship
between aspects of faith (religiosity and spirituality) and generativity (concern and action). A sample of 94 undergraduates
from a religiously affiliated college were recruited through door-to-door invitation and were surveyed using a new measure
of religiosity (Steger and Frazier in Journal of Counseling Psychology 52(4):574–582, 2005) and two measures of generativity (Loyola Generativity Scale and Generative Behavior Checklist, McAdams et al. 1992). Support
was found for a relationship between spirituality and generative concern. These findings are discussed in relation to recent
demographic shifts and are compared with earlier work investigating secular spiritual trends on generativity (e.g., Dillon
and Wink in The generative society American Psychological Association Press, Washington, DC, 153–174, 2004). 相似文献
17.
The aim of this paper is to assess the relevance of pitch dimension in auditory–motor interaction. Several behavioural and
brain imaging studies have shown that auditory processing of sounds can activate motor representations, an effect which is
however elicited only by action-related sounds, i.e., sounds linked to a specific motor repertoire. Music provides an appropriate
framework for further exploration of this issue. Three groups of participants (pianists, non-pianist musicians and non-musicians)
were tested with a shape decision task where left-hand and right-hand responses were required; each visual stimulus was paired
with an auditory task-irrelevant stimulus (high-pitched or low-pitched piano-timbre chords). Of the three groups, only pianists
had longer reaction times for left-hand/high-pitched chords and right-hand/low-pitched chords associations. These findings
are consistent with an auditory-motor effect elicited by pitch dimension, as only pianists show an interaction between motor
responses and implicit pitch processing. This interaction is consistent with the canonical mapping of hand gestures and pitch
dimension on the piano keyboard. The results are discussed within the ideo-motor theoretical framework offered by the Theory
of Event Coding (Hommel et al. in Behav Brain Sci 24:849–937, 2001). 相似文献
18.
Lancioni GE De Pace C Singh NN O'Reilly MF Sigafoos J Didden R 《Perceptual and motor skills》2008,107(1):114-118
Children with severe or profound intellectual and motor disabilities often present problems of balance and locomotion and spend much of their time sitting or lying, with negative consequences for their development and social image. This study provides a replication of recent (pilot) studies using a walker (support) device and microswitches with preferred stimuli to promote locomotion in two children with multiple disabilities. One child used an ABAB design; the other only an AB sequence. Both succeeded in increasing their frequencies of step responses during the B (intervention) phase(s). These findings support the positive evidence already available on the effectiveness of this intervention in motivating and promoting children's locomotion. 相似文献
19.
The contribution of temperament,popularity, and physical appearance to children’s happiness 总被引:1,自引:0,他引:1
The relation between the happiness of 9–12 year old children and their temperament, popularity, and physical appearance was
examined. Participants included 432 children and their parents and teachers. Happiness in children was assessed using a self-rating
scale, parents’ ratings, teachers’ ratings, and the Happiness and Satisfaction Subscale of the Piers-Harris Children’s Self-Concept
Scale 2 (Piers-Harris 2) [Piers, E. V., & Herzberg, D. S. (2002). Manual for the Piers-Harris Children’s Self-Concept Scale, 2nd ed. Los Angeles: Western Psychological Services]. Estimates of children’s temperament, popularity, and physical appearance
included parents’ ratings, individual items on the Piers-Harris 2, and three domain scales from the Piers-Harris 2: the Freedom
From Anxiety Subscale, Popularity Subscale, and Physical Appearance and Attributes Subscale. Children’s happiness was correlated
with and predicted by ratings of their temperament, popularity, and appearance. Demographic variables did not account for
appreciable variance in children’s happiness. The results parallel the common finding that internal factors (e.g., personality),
but not external factors (e.g., demographics), predict adults’ happiness. 相似文献
20.
The effects of receptive and expressive instructional sequences on varied conditional discriminations 下载免费PDF全文
Shimin Bao Kristin T. Sweatt Sarah A. Lechago Sarah Antal 《Journal of applied behavior analysis》2017,50(4):775-788
Many Early Intensive Behavioral Intervention (EIBI) curricula recommend teaching receptive responding before targeting expressive responding (Leaf & McEachin, 1999; Lovaas, 2003). However, a small literature base suggests that teaching expressive responses first may be more efficient when teaching children with ASD and other developmental disabilities (Petursdottir & Carr, 2011). The present study employed an alternating treatments design to compare the effects of three instructional sequences to teach feature, function, and class to three children diagnosed with ASD: (a) receptive–expressive, (b) expressive–receptive, and (c) mixed. The results suggested that expressive–receptive was the most efficient training sequence for all three participants. Additionally, greater emergent responding was observed with the expressive–receptive training sequence. 相似文献