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Scott P. Ardoin Jessica C. Williams Cynthia Klubnik Michael McCall 《Journal of applied behavior analysis》2009,42(2):375-380
Although the literature clearly demonstrates that repeated readings result in immediate effects on students' performance on the intervention materials as well as long‐term benefits, data are less promising regarding its immediate generalization effects to similar materials. Using an alternating treatments design, the current study evaluated the effects of a multicomponent repeated reading intervention on generalization passages after students had read a passage three versus six times. Results indicated improvements in fluency as a result of both interventions, with slightly greater maintenance effects when students were given six opportunities to read passages. 相似文献
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Behavior problems were investigated in 342 6- to 18-year-old children adopted from psychosocially depriving Russian institutions
that provided adequate physical resources but not consistent, responsive caregiving. Results indicated that attention and
externalizing problems were the most prevalent types of behavior problems in the sample as a whole. Behavior problem rates
increased with age at adoption, such that children adopted at 18 months or older had higher rates than never-institutionalized
children but younger-adopted children did not. There was a stronger association between age at adoption and behavior problems
during adolescence than at younger ages at assessment. Children adopted from psychosocially depriving institutions had lower
behavior problem rates than children adopted from severely depriving Romanian institutions in the 1990s. The implications
of these results are that early psychosocial deprivation is associated with behavior problems, children exposed to prolonged
early deprivation may be especially vulnerable to the developmental stresses of adolescence, and severe institutional deprivation
is associated with a higher percentage of behavior problems after a shorter duration of exposure. 相似文献
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