排序方式: 共有5条查询结果,搜索用时 0 毫秒
1
1.
2.
Justin B. Leaf Kathleen H. Tsuji Amy E. Lentell Stephanie E. Dale Alyne Kassardjian Mitchell Taubman John McEachin Ronald Leaf Misty L. Oppenheim‐Leaf 《Behavioral Interventions》2013,28(1):82-106
Discrete trial teaching (DTT) is a systematic form of intervention commonly implemented with children and adolescents diagnosed with autism spectrum disorder. Experimenters and clinicians have implemented DTT in both one‐to‐one instructional formats and group instructional formats to teach a wide variety of skills to children and adolescents diagnosed with autism spectrum disorder. The purpose of this study was to compare DTT implemented in a one‐to‐one instructional format with DTT implemented in a group instructional format in order to determine which format was more effective, efficient, resulted in higher observational learning, and resulted in better maintenance when teaching a variety of expressive skills. The experimenters utilized a parallel treatment design, and the results indicated that both instructional formats were equally effective, there were mixed results in terms of maintenance and efficiency, and group instruction resulted in observational learning. Copyright © 2012 John Wiley & Sons, Ltd. 相似文献
3.
Justin B. Leaf Mitchell Taubman Jeremy Leaf Stephanie Dale Kathleen Tsuji Alyne Kassardjian 《Child & family behavior therapy》2015,37(4):321-334
We evaluated the cool versus not cool procedure to teach social behaviors to three children diagnosed with autism. The researchers demonstrated each targeted behavior four times (two appropriate and two inappropriate demonstrations). Each participant then had to discriminate and state why the demonstration was appropriate or inappropriate. This was followed by the participant role-playing the targeted behavior with the researchers. We utilized a multiple baseline design to evaluate the procedure and the results indicated that the procedure was effective in teaching each targeted social behavior. 相似文献
4.
Motor learning is a very basic, essential form of learning that appears to share common mechanisms across different motor systems. We evaluate and compare a few conceptual models for learning in a relatively simple neural system, the vestibulo-ocular reflex (VOR) of vertebrates. We also compare the different animal models that have been used to study the VOR. In the VOR, a sensory signal from the semicircular canals is transformed into a motor signal that moves the eyes. The VOR can modify the transformation under the guidance of vision. The changes are persistent and share some characteristics with other types of associative learning. The cerebellar cortex is directly linked to the VOR reflex circuitry in a partnership that is present in all vertebrates, and which is necessary for motor learning. Early theories of Marr, Albus, and Ito, in which motor memories are stored solely in the cerebellar cortex, have not explained the bulk of the experimental data. Many studies appear to indicate a site of learning in the vestibular nuclei, and the most successful models have incorporated long-term memory storage in both the cerebellar cortex and the brainstem. Plausible cellular mechanisms for learning have been identified in both structures. We propose that short-term motor memory is initially stored in the cerebellar cortex, and that during consolidation of the motor memory the locus of storage shifts to include a brainstem site. We present experimental results that support our hypothesis. 相似文献
5.
Observational Effects on Preference Selection for Four Children on the Autism Spectrum: A Replication
下载免费PDF全文
![点击此处可从《Behavioral Interventions》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Justin B. Leaf Alyne Kassardjian Misty L. Oppenheim‐Leaf Kathleen H. Tsuji Stephanie Dale Aditt Alcalay Jeremy A. Leaf Daniel Ravid Christine Miline Ronald Leaf Mitchell Taubman John McEachin 《Behavioral Interventions》2015,30(3):256-269
Individuals with autism have been noted to have restricted interests and repetitive behavior such as nonfunctional manipulation of objects. In this study, we used an observational conditioning procedure to switch the preference of items for four individuals diagnosed with autism who are considered lower functioning. The procedure consisted of the participant observing an adult playing with toys that were initially non‐preferred by the participant in a functional and engaging manner. For two participants, results were similar to the findings by Leaf; one participant required additional conditioning procedures, and we were unable to switch the preference for the other participant. Copyright © 2015 John Wiley & Sons, Ltd. 相似文献
1