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351.
Michael E Kelley Dorothea C Lerman Wayne W Fisher Henry S Roane Amanda N Zangrillo 《Journal of the experimental analysis of behavior》2011,96(1):107-122
Signals during delays to reinforcement may lessen reductions in responding that typically occur when there is a delay between a response and its reinforcer. Sparse applied research has been devoted to understanding the conditions under which responding may be maintained when delays to reinforcement are introduced. We evaluated the extent to which providing signals during delay fading affected responding in the context of differential reinforcement of communication responses. Three individuals were exposed to gradually increasing signaled and unsignaled reinforcement delays in multiple‐schedule and/or withdrawal designs. Results for 2 of 3 participants suggested that (a) the presence of signals facilitated response maintenance under delayed reinforcement and (b) coordinated basic and applied research may advance both conceptual understanding and clinical outcomes of delayed reinforcement. 相似文献
352.
Nichole Jurbergs PhD Jennette L. Palcic PhD Mary L. Kelley PhD 《Child & family behavior therapy》2013,35(3):177-195
Daily Behavior Report Cards (DBRC), which typically require teachers to evaluate students' daily behavior and parents to provide contingent consequences, are an effective and acceptable method for improving children's classroom behavior. The current study evaluated whether parent involvement is an essential treatment component or whether teacher feedback alone would be sufficient to produce children's behavior changes. The effectiveness of DBRC with teacher feedback to students and parent delivered consequences (PC) was compared to teacher feedback to students only (no parent delivered consequences, NPC) for increasing appropriate classroom behavior and academic productivity in African American, low income, elementary school children with Attention-Deficit/Hyperactivity Disorder (ADHD). Both treatments led to increased on-task behavior, although PC was superior to NPC. Academic productivity outcomes are less clear. Treatment implications and future directions for research on teacher feedback interventions are discussed. 相似文献
353.
Recent work in embodied cognition has proposed that representations and actions are inextricably linked. The current study examines a developmental account of this relationship. Specifically, we propose that children’s actions are foundational for novel representations. Thirty‐two preschoolers, aged 3.4 to 5.7 years, were asked to solve a set of simple gear‐system problems. Participants’ motions and verbalizations were coded to establish the strategies they used. The preschoolers initially solved the problems by simulating the turning and pushing of the gears. Subsequently, most participants discovered a new representation of the problems: the turning direction of the gears alternates. Results show that the number of actions that embodied alternation information, during their simulation of the system, predicted the later emergence of the higher‐order representation (i.e. that the gears alternate turning direction). Thus, it appears that the preschoolers discovered a new representation based on their own actions. These results are consistent with the developmental embodiment hypothesis: actions are central to the emergence of new representations. 相似文献
354.
The current investigation assessed the effectiveness of protective equipment, specifically arm splints, in reducing the occurrence of severe self-injurious behavior (SIB). Although the protective equipment reduced rates of SIB to near-zero levels, self-restraint subsequently emerged. In an attempt to reduce self-restraint while maintaining reductions in SIB, we provided noncontingent access to preferred stimuli. The presentation of preferred stimuli along with the use of protective equipment reduced both the rate of SIB and the duration of self-restraint. 相似文献
355.
Book reviewed in this article: Craig S. Cashwell and J. Scott Young, Eds. (2005). Integrating Spirituality and Religion Into Counseling: A Guide to Competent Practice 相似文献
356.
T. Anne Richards Judith Wrubel Jenna Grant Susan Folkman 《Journal of religion and health》2003,42(3):201-219
357.
Van Camp CM Lerman DC Kelley ME Contrucci SA Vorndran CM 《Journal of applied behavior analysis》2000,33(4):545-557
Noncontingent reinforcement (NCR) consists of delivering a reinforcer on a time-based schedule, independent of responding. Studies evaluating the effectiveness of NCR as treatment for problem behavior have used fixed-time (FT) schedules of reinforcement. In this study, the efficacy of NCR with variable-time (VT) schedules was evaluated by comparing the effects of VT and FT reinforcement schedules with 2 individuals who engaged in problem behavior maintained by positive reinforcement. Both FT and VT schedules were effective in reducing problem behavior. These findings suggest that VT schedules can be used to treat problem behavior maintained by social consequences. 相似文献
358.
Whitbeck LB Crawford DM Sittner Hartshorn KJ 《American journal of community psychology》2012,49(1-2):156-167
359.
The major objectives of this study were to determine the characteristics of creativity development of Chinese children, the creative organizational climate of Chinese schools, and the relations among them. The results provided evidence that the creativity scores of children in elementary school were significantly higher than those of children in middle school. The teachers' evaluation of the creative organizational climate of the elementary school was significantly higher than that of the middle school. When the two variables were analyzed together, both the creative organizational climate of schools and the creative thinking development of children decreased during the children's development. Moreover, the creativity and climate scores were highly correlated, and the results from a path analysis suggested that a school's creative organizational climate has a significant impact on all seven dimensions of creativity measured in this study. 相似文献
360.
Jean A. Hamilton Kelley L. Phillips Arlene Green 《World Futures: Journal of General Evolution》2013,69(4):295-302
Integral Science provides the empirical rigor needed to shift medicine's worldview. The shift in science will give rise to Integral Medicine, which will emerge from the integration and transformational change of biomedicine, psychosocial approaches, Complementary and Alternative Medicine, and other reform movements. The root metaphor of Integral Medicine is a healthy and sustainable ecosystem. At its heart are mind–body holism and collaborative learning. Healing and the creation of health will emphasize educational, self-care, and community support models. Implications are discussed for practice, research, and education. 相似文献