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1.
We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work. 相似文献
2.
3.
Lynette K. Chandler Susan A. Fowler Roger C. Lubeck 《Journal of applied behavior analysis》1992,25(2):249-263
We examined the effects of four combinations of setting events on the social interactions of 7 preschool children with social delays. In Study 1, the status of the teacher, activity materials, and peer varied across conditions. In Study 2, the status of the teacher and materials varied across conditions. Within the combinations of setting events, we also examined teacher behavior. Teacher presence and absence was varied in both studies. The type and rate of teacher prompting were varied in Study 2. The four combinations of setting events produced different rates of social behavior by the children with social delays. The optimal combination of setting events for promoting peer interaction and reducing teacher—child interaction included teacher absence from the activity, a limited number and form of materials, and children paired with a socially skilled partner. 相似文献
4.
Samuel L. Odom Lynette K. Chandler Michaelene Ostrosky Scott R. McConnell Susan Reaney 《Journal of applied behavior analysis》1992,25(2):307-317
This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities. A teacher taught peers to direct social initiations to children with disabilities, provided verbal prompts for those initiations, and introduced a system that provided peers with visual feedback about the social interactions of the children with disabilities. She then systematically withdrew the verbal prompts to peers, and subsequently faded the visual feedback system. Peer initiations increased when the intervention began and resulted in increases in social interaction for the children with disabilities. As the teacher systematically faded the prompts and visual feedback to the peers, social interaction continued at the levels found during intervention and was maintained during a short maintenance period. 相似文献
5.
Chloee K. Poag Ph.D. Robert Cohen Ph.D. Scott W. Henggeler Ph.D. Mary B. Summerville Ph.D. Glen E. Ray M.S. 《Journal of child and family studies》1992,1(3):287-303
The purpose of this research was to examine the relationship between parents' perceptions of marital satisfaction and family stress and their third grade children's classroom behavior. Twenty-one married couples completed questionnaires during home visits. Behavior observations were made from videotapes of children recorded in their classroom during lunch and group academic periods on each of three days. Frequencies of peer interactions, solitary behaviors, and teacher interactions were coded. Regression analyses showed that mothers' level of marital satisfaction (but not fathers') predicted their children's frequency of peer interactions during lunch. Fathers' level of perceived family stress (but not mothers') predicted their children's frequency of peer interactions during lunch. Neither measure for either parent was related to the frequency of peer interactions, solitary behaviors, or teacher interactions observed during the academic sessions. These findings highlight the importance of assessing the potential differential relation of parent variables to children's trans-situational behaviors, and the examination of these variables in relation to different social-environmental contexts in which children participate outside the home. 相似文献
6.
Glen Dunlap Robert L. Koegel Jean Johnson Robert E. O'Neill 《Journal of applied behavior analysis》1987,20(2):185-191
To facilitate the classroom and workshop integration of three autistic clients, we examined the feasibility of teaching them to respond appropriately without the continual presence of specially trained treatment providers. Within a multiple baseline design, a 4-step treatment process was implemented to promote durable responsive performance. Results indicated that the therapist could be removed from the treatment environment and that appropriate behavior could be successfully maintained in community settings with only infrequent and delayed contingencies. 相似文献
7.
Interventions were employed to program maintenance following correspondence training. The use of reinforcement of verbalization and a mixed sequence of procedures designed to establish indiscriminable contingencies was evaluated in multiple-baseline designs across subjects and behaviors. The results indicated that target behaviors were maintained under less intrusive interventions and in the absence of programmed contingencies during extended follow-up conditions. The results are discussed in terms of changes in reinforcement schedules established in maintenance interventions. 相似文献
8.
Vivian I. Correa Claire L. Poulson Charles L. Salzberg 《Journal of applied behavior analysis》1984,17(1):57-69
The effects of a graduated prompting treatment procedure were analyzed in three phases of an experiment on the training and generalization of reaching-grasp responding in 2- to 4-year-old blind, severely or profoundly retarded children. In Phase 1, we used a multiple-baseline across-subjects design to investigate the effectiveness of the treatment on midline reach-grasp responding. In Phase 2, we used a reversal design to investigate the effects of repeated implementations and withdrawals of the treatment. In both phases, generalization to right and left positions was measured. In Phase 3, in a multiple-baseline across-responses design, the treatment was implemented in right and left positions. Also in Phase 3, shift of stimulus control from toy-sound to verbal instructions was measured. The results showed that (a) the graduated prompting procedure was effective in training reach-grasp responding in all three children; (b) for one child, the effects were durable over repeated applications of the treatment procedure, but were not maintained during withdrawals; (c) for another child, the treatment procedure was effective in teaching reach-grasp responding in all three positions; and (d) for the same child, training of reach-grasp responding generalized to toys presented without sound, given only the verbal instruction. 相似文献
9.
We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency. 相似文献
10.