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841.
Ronald C. Martella Martin Agran Nancy E. Marchand-Martella 《Journal of applied behavior analysis》1992,25(3):637-645
A problem-solving strategy was used to teach three groups of 3 individuals in supported employment how to prevent work-related injuries. The problem-solving strategy was taught in two training phases. The first training phase involved the use of cue cards, and the second involved the withdrawal of the cue cards. Interviews and staged generalization assessments in the participants' natural work environments were conducted before, during, and up to 12 weeks after training. In these assessments, situations were presented that were either similar or dissimilar to situations presented in training. Results of both the interviews and staged assessments indicated that the participants' newly acquired problem-solving skills generalized to similar and dissimilar situations. 相似文献
842.
Two studies examined the effects of a reductive treatment versus instruction-based treatments on the generalized reduction of problem behaviors. Each study involved a detailed analysis of multiple problem behaviors performed by school-aged youth with severe intellectual disabilities. The analysis examined the contrasting effects of one of two different positive intervention procedures (teaching a positive alternative behavior or providing additional teacher assistance during instruction) versus blocking and/or verbally reprimanding a problem behavior. The focus of each analysis was on the covariation of multiple problem behaviors within functional response classes. Results of the investigation indicated that when only one member of the response class was blocked, a collateral increase was observed in one or more different problem behaviors from the same response class. Alternatively, when 1 participant was taught a functionally equivalent mand response, all problem behaviors in the response class were reduced. Problem behaviors also were reduced for the remaining participant by presenting antecedent teacher assistance. Implications of the research extend to analysis of covariation within response classes and to procedures that result in generalized reduction of problem behaviors within a response class. 相似文献
843.
844.
The multiple and long-term effects of functional communication training relative to a common reductive procedure (time-out from positive reinforcement) were evaluated. Twelve children participated in a functional analysis of their challenging behaviors (Study 1), which implicated adult attention as a maintaining variable. The children were then matched for chronological age, mental age, and language age and assigned to two groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out as a contrast. Both interventions were initially successful (Study 2), but durable results were achieved only with the group that received functional communication training across different stimulus conditions (Study 3). Students whose challenging behaviors were previously reduced with time-out resumed these behaviors in the presence of naive teachers unaware of the children's intervention history. The value of teaching communicative responses to promote maintenance is discussed as it relates to the concept of functional equivalence. 相似文献
845.
Subjects performed a repetitive manual tapping task, attempting to match a given rate of auditory stimulus pulses, first with the pulses audible (synchronization) and then with the pulses turned off (continuation). In different sessions, the interstimulus interval (ISI) was selected from the range 175 to 825 msec in steps of 25 msec, with different ISI values presented in a random order. Across this range of ISI conditions, interresponse intervals (IRIs) exhibited alternating positive bias (too slow) and negative bias (too fast). We interpret this pattern of bias in terms of a discrete, or categorical, timing mechanism in motor timing. Categorical time production can be viewed as extending our conception of the timekeeper in Wing's (Wing & Kristofferson, 1973a, 1973b) two-process model of motor timing and may be related to the system of multiple clocks proposed by Kristofferson (1980) to explain a categorical pattern of variability measures in duration discrimination. 相似文献
846.
In each of two experiments, 2 pigeons received discrimination training in which food reinforcement for key pecking was conditional upon both spatial and temporal cues. In Experiment 1, food was available for periods of 30 s at each of three locations (pecking keys) during trials that lasted 90 s. In Experiment 2, food was available for periods of 15 min at each of four locations (pecking keys) during a 60-min trial. In both experiments, pigeons' key pecking was jointly controlled by the spatial and temporal cues. These data, and other recent experiments, suggest that animals learn relationships between temporal and spatial cues that predict stable patterns of food availability. 相似文献
847.
848.
Ronald H. McKinney S.J. 《The Journal of value inquiry》1992,26(3):395-407
Conclusions It may seem to their opponents that they are trying to have their cake and eat it too. Postmodernists admit that their own paradigm must be and will be placed into question by future thinkers. But if they can anticipate an eventual reaffirmation of their paradoxical stand in an ongoing oscillating debate, then cannot it be said that they have arrived at a truth that transcends their time and place in history? And, if so, is not their fallibilist stance in fact self-referentially inconsistent? The response of postmodernists is the claim that each reaffirmation of a fallibilist epistemology and ethics throughout history is in fact sui generis. And this is the case because each reaffirmation has its own unique context within which it is made. Modernists will of course argue that these contextual differences are nonessential and irrelevant. And the debate over the problem of the One and the Many is once again launched in a new context. Thus far from running away from the paradoxical position that what they assert is both true and false, postmodernists revel in such inconsistencies.But does not such an ethical stance resemble the Sisyphean nightmare of being condemned to roll a heavy stone up a cliff only to have it keep falling back to the bottom ad infinitum? If no decision is innocent of doing some harm in the world, why should we bother to play the moral game at all? Indeed, what possible help is a postmodernist ethics when it comes to making some of the complex and crucial decisions we face today if it refuses to say anything substantial beyond the recommendations that we be cautious and balanced?And the postmodernist can only reply that we are letting our neurotic need for solid foundations frighten us. For ethics is an art not a science. There are no absolute rules. If we do not like the way the game is set up, then we are simply revealing our ultimate hubris in the face of a mystery requiring deep humility. 相似文献
849.
Richard A. Phillips M.Div. 《Pastoral Psychology》1992,40(3):167-177
Human life is a God-ordained pilgrimage by which persons travel toward ever-expanding images of God that emerge from the universal pattern of developmental crises. Using the work of Erik Erikson on the human life cycle and the work of Donald Capps on human sin, the author presents a way to conduct pastoral diagnosis and to provide pastoral care. By accurately tracing a person's images of God back to their potentially unresolved developmental crises, the pastoral caregiver can reopen opportunities for further and healthier resolution of the crises. 相似文献
850.
Michael E. Cavanagh Ph.D. 《Pastoral Psychology》1992,41(2):81-87
The concept of sin seems to have virtually disappeared from the pastoral counseling literature, and this likely reflects the possibility that it has virtually disappeared from the practice of pastoral counseling. This article presents a case for returning the concept of sin to pastoral counseling and does so by discussing the psychospiritual importance of addressing sin, defining sin in a pastorally useful way, discussing four capital sins in light of a contemporary understanding of sin, and drawing some pastoral implications. 相似文献