排序方式: 共有29条查询结果,搜索用时 15 毫秒
1.
Kristin E. Secan Andrew L. Egel Cynthia S. Tilley 《Journal of applied behavior analysis》1989,22(2):181-196
We conducted an investigation to evaluate the effects of a training strategy for teaching autistic students generalized responses to three forms of wh— questions (what, how, and why). Students were taught, using modeling and reinforcement procedures, to answer questions with magazine pictures as the referents. Each question form was divided into two or more subcomponents reflective of common social usage and was taught within the context of a modified multiple probe design across subcomponents. Following acquisition of each subcomponent, generalization to natural context and storybook questions was assessed; additional probes were conducted to assess responding over time and whether acquisition of responses to questions promoted question-asking skills. Results showed that the picture training procedure was effective in teaching a generalized response to questions for which the relevant cue was visible, whereas specific generalization programming was required for situations in which the relevant cue was not visible. All acquired responses were durable over time. 相似文献
2.
Chu Pui Ching Wierucka Kaja Murphy Derek Tilley Hannah Bethany Mumby Hannah Sue 《Animal cognition》2023,26(2):393-404
Animal Cognition - Experiments are widely used to investigate the behaviour and cognition of animals. While the automation of experiments to avoid potential experimenter bias is sometimes possible,... 相似文献
3.
4.
International Journal for Philosophy of Religion - 相似文献
5.
Chengwu Yang Anbesaw W. Selassie Rickey E. Carter Barbara C. Tilley 《Applied research in quality of life》2012,7(1):63-81
This study demonstrated reliability and factor structure of the Medical Outcomes Study Short-Form Health Survey (SF-36) among
older Americans with Traumatic brain injury (TBI), and evaluated effects of injury severity and race on SF-36's items and
latent domains. A representative sample of 654 older, racially diverse patients with TBI was selected from the South Carolina
Traumatic Brain Injury Follow-up Registry. Reliability and factor structure of SF-36 were evaluated using Cronbach’s alpha
and confirmatory factor analysis (CFA). Multiple-indicator multiple-causes (MIMIC) models were used to study effects of injury
severity and race on items (differential item functioning, DIF) and latent domains (population heterogeneity) of SF-36. SF-36
was reliable and its current eightfactor structure was confirmed. While TBI severity did not impact latent domain scores of
SF-36, race did. Blacks had higher vitality and lower role-emotional scores than whites. The measurement model was invariant
to injury severity and race (free of DIF), and DIF did not contribute to the differences of vitality and role-emotional between
black and white older TBI patients. SF-36 was valid to measure quality of life (OoL) after TBI in racially diverse elderly
population. Blacks tend to assert to strong coping behaviors in the presence of physical stress while admitting low performance
due to emotional stress. In QoL research where the primary outcomes are usually composite scores from instruments, MIMIC models
have advantages over conventional multivariable regression models in testing the validity of the instruments and assessing
covariate effects on latent traits of instruments while controlling for DIF effects. 相似文献
6.
Mary E. Curtner-Smith Ph.D. Anne M. Culp Ph.D. Rex Culp Ph.D. J.D. Carrie Scheib B.S. Kelly Owen B.S. Angela Tilley Molly Murphy Lauren Parkman Peter W. Coleman B.S. 《Journal of child and family studies》2006,15(2):177-189
We examined links between mothers' parenting and children's relational bullying and overt bullying in a sample of children attending a Head Start program. Mothers completed surveys and face-to-face interviews. Head Start teachers completed assessments on children. Results indicated that a small percentage of children in the sample was rated by teachers as engaging in relational bullying “frequently to almost always,” and slightly over half of the sample was rated by teachers as engaging in relational bullying “occasionally to about half of the time.” Similar results were found for the frequency with which children engaged in overt physical bullying. Regarding mothers' parenting, maternal empathy was most strongly correlated with both children's relational bullying and overt physical bullying. In addition, mothers' inappropriate developmental expectations for children and mothers' need to exert power over children rather than grant them independence were related to children's relational bullying. A composite variable for mothering predicted 11% of the variance in children's relational bullying. No gender differences were found for children's relational bullying and children's overt bullying. 相似文献
7.
8.
9.
10.