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841.
The purpose of this study was to determine the effects of teacher feedback delivered via a public address system on the off-task behavior of elementary-school physical education students. A multiple baseline design across three classes was used in this investigation. Results indicated a consistent decline in off-task behavior when the public address feedback system was used. 相似文献
842.
Critchfield TS 《Journal of applied behavior analysis》2002,35(4):423-426
Analysis of scholarly citations involving behavioral journals reveals that, consistent with its mission, applied behavior analysis research frequently references the basic behavioral literature but, as some have suspected, exerts narrow scholarly influence. 相似文献
843.
M Zeiler 《Journal of the experimental analysis of behavior》2002,78(2):225-235
Behavior is a property of living animals and is therefore a biological phenomenon. This book shows us what it looks like to have a truly biological science of behavior. Such a science needs to discover the laws that control behavior as it is occurring, and it is this that behavior analysts and other psychologists interested in animal behavior and learning have done so well. The science also needs to explain, however, the role that behavior plays in the life of the individual and in the existence of the species, and this has not been part of the agenda for most psychologists. Shettleworth addresses all of these questions about behavior. She views learning in terms of what it accomplishes for the individual and then provides insight into its causal laws and its evolution. All of this is accomplished with a critical eye and unremitting rigor. These accomplishments occur in the context of a theory based on a unique combination of domain‐general and domain‐specific processes that takes a major step in the direction of showing what students of animal behavior and animal learning have to offer each other. 相似文献
844.
This article examines a process of behavioral analysis, referred to as linkage analysis, used in identifying sexual offenses that have been committed by the same offender. This type of analysis examines behavior that is contained in three distinct components of a crime, i.e., the modus operandi (MO) or the “how to” of a crime; the ritual or fantasy-based behaviors for a particular type or series of sexual crimes; the signature or unique combination of behaviors, which suggests that a series of crimes has been perpetrated by the same offender. Linkage analysis involves five assessment procedures: (1) gathering detailed, varied, and multisource documentation; (2) reviewing the documentation and identifying significant features of each crime individually across the series; (3) classifying the significant features of the crime as either MO and/or ritualistic constructs; (4) comparing the combination of MO and ritualistic features across the crimes to determine if a signature exists; (5) compiling a written analysis that details the conclusions derived from the available information. Results of this type of analysis can be used for investigative purposes and, in some instances, can help to inform the decision-making of the courts. 相似文献
845.
The effect of presession attention on the later occurrence of problem behavior was examined with elementary-school children with a range of disabilities. Results of analogue functional analyses suggested an escape function, an attention function, or both. Following the analogue functional analyses, the effects of two antecedent conditions (10-min ignore vs. 10-min attention) were compared on problem behavior in subsequent test conditions. For participants who displayed attention-maintained problem behavior, the test condition involved contingent attention for problem behavior. For participants who displayed escape-maintained problem behavior, the test condition involved contingent escape for problem behavior. Results indicated that participants who displayed attention-maintained problem behavior displayed less problem behavior following presession exposure to attention than when ignored. No such effect was found for presession attention on escape-maintained problem behavior. We discuss matching antecedent-based interventions to the results of functional analysis. 相似文献
846.
This research replicated and extended a study by Williams, Donley, and Keller (2000). In that study, children with autism received a box with an object inside and learned to ask “What's that?,” “Can I see it?,” and “Can I have it?” to have the name of the object, to see the object, and to get the object, respectively. The purpose of the present research was to determine if the three questions (a) were three independent repertoires of behavior, (b) constituted three instances of a single functional response class, or (c) belonged to a chain of behavior. The 3 boys with autism who participated responded independently to each question when the consequences for each question were altered. This indicates that the three target responses were three independent repertoires of behavior, each one reinforced and maintained with its specific consequences. Thus, this procedure serves to teach children with autism to ask questions with flexibility according to a variable context. 相似文献
847.
Kurtz PF Chin MD Huete JM Tarbox RS O'Connor JT Paclawskyj TR Rush KS 《Journal of applied behavior analysis》2003,36(2):205-219
The assessment and treatment of self-injurious behavior (SIB) has received much attention in the literature; however, few studies have focused on early intervention for this behavior. In the current study, functional analyses with developmentally appropriate modifications were conducted in an outpatient clinic with 30 children (aged 10 months to 4 years 11 months) to assess SIB and problem behavior in its early stages. The reported mean age of SIB onset was 17 months, and head banging was the most prevalent topography. Functional analyses identified sources of reinforcement for SIB in 62.1% of cases; with the inclusion of all forms of problem behavior, sources of reinforcement were identified for 87.5% of cases. Function-based treatments were developed for 24 cases, with functional communication training prescribed most often (70.8% of cases). Implications of these findings for the development of early intervention programs for SIB are discussed. 相似文献
848.
The present study evaluated the effects of noncontingent escape and differential negative reinforcement of other behavior in reducing problem behaviors and increasing compliance in 2 children with disabilities. Results showed that both methods reduced problem behavior and increased compliance for both children. 相似文献
849.
We conducted an analysis of precurrent skills (responses that increase the effectiveness of a subsequent or \"current\" behavior in obtaining a reinforcer) to facilitate the solution of arithmetic word (story) problems. Two students with developmental disabilities were taught four precurrent responses (identifying the initial value, change value, operation, and resulting value) in a sequential manner. Results of a multiple baseline design across behaviors showed that the teaching procedures were effective in increasing correct performance of each of the precurrent behaviors with untaught problems during probes and that once the precurrent behaviors were established, the number of correct problem solutions increased. 相似文献
850.
Lerman DC Kelley ME Vorndran CM Van Camp CM 《Journal of applied behavior analysis》2003,36(1):119-123
The collateral effects of response blocking were evaluated while treating stereotypic behavior in a woman diagnosed with autism. Blocking stereotypic behavior (head and tooth capping) was associated with decreases in leisure-item interaction and increases in another stereotypic response (hand wringing). Results suggested that the reduction in item interaction was due to adventitious punishment. Prompts to access an alternative source of reinforcement attenuated the side effects somewhat, but results suggested that the undesirable effects of response blocking may be fairly durable. 相似文献