FADING TEACHER PROMPTS PROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES

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.     

Cognitive effects of hormone therapy in early postmenopausal women

Recent reports suggest that hormone therapy (HT) with estrogen may have a protective effect on the ageing brain and cognitive function. However, clinical evidence regarding the cognitive effects in menopausal women under HT has produced conflicting results. The purpose of the present study was to assess and compare the cognitive effects after 6 months of HT in 30 early postmenopausal women, who were divided into three groups as follows: group I, Therapy conjugated equine estrogen (ET) CEE 0.625 mg/day (n = 10); group II, Estrogen‐Progestin Therapy (EPT), CEE 0.625 mg/day plus, chlormadinone 1 mg/day (n = 10); and group III, the control group, who did not receive treatment (n = 10). The three groups were matched by age and years of education. Exclusion criteria were: central nervous system diseases, severe cardiac disease, and clinical history of cancer and depression. Subjects were tested using a comprehensive battery for the evaluation of attention, memory and executive functions, which was standardized and validated in Spanish‐speaking subjects. The rate of cognitive change was defined by the difference between the measurements at the sixth month minus the baseline score. Mean group differences were assessed with MANOVA, followed by one‐way ANOVA considering statistical significance when p < .05; the alpha significance level .05 was corrected using the Bonferroni procedure. The EPT group showed higher scores than the control group and ET group in the Total Attention Score and in the copy of the Rey‐Osterreith Complex Figure. The ET group showed significantly higher scores than the control group and the EPT group in the subtest of Spatial Backward Span and in the Immediate Face Codification. The short‐term positive effects observed with HT in this sample could be related to the stimulation of brain receptors and/or neurotrophic factors that are still present at this age.     

A scale for the psychological magnitude of number

A scale of the “psychological magnitude” of number was constructed from similarity ratings of the 45 number pairs that can be obtained from a set of 10 integers. A nonmetric analysis of these similarity ratings showed that “psychological number” was a power function of number.     

EFFECTS OF DIFFERENTIAL REINFORCEMENT ON THE GENERALIZATION OF A REPLACEMENT MAND IN THREE CHILDREN WITH SEVERE LANGUAGE DELAYS

We investigated variables that may influence the generalization of a replacement mand in 3 young children with severe language delays. A multiple baseline design consisting of one stimulus class of manding opportunities that we arbitrarily divided into three categories (i.e., food, toys, and events) was used for each child. During baseline probes, all children manded mainly by reaching, grabbing, or leading. We then taught each child a replacement mand using a single member of the stimulus class. Acquisition of the replacement mand occurred under highly restricted conditions in a setting that was completely isolated from the generalization settings. Postacquisition probes revealed almost exclusive use of old manding forms. Subsequently, extinction of the old forms and reinforcement of the replacement mand were introduced in a sequential fashion. Two children manifested a substantial increase, and 1 child displayed a moderate increase in the occurrence of the replacement mand (i.e., generalization occurred). These results suggest that a differential reinforcement procedure can alter the probability of the occurrence of response class members across a variety of stimulus conditions.     

Comparing Group-Contingency and Individualized Equivalence-Based Instruction to a PowerPoint Lecture to Establish Equivalence Classes of Reinforcement and Punishment Procedures with College Students

The Psychological Record - Equivalence-based instruction (EBI) involves the teaching of socially relevant material (e.g., academic material) with stimulus equivalence procedures. In the research...