ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-77

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-81

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-83

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-89

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-93

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-97

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

We conducted a study designed to assess implementation of the classwide peer tutoring program and the relationship between implementation variation and student outcome. A clinical replication design was used. Five volunteer elementary teachers were trained to implement the program; their implementation was monitored for 19 consecutive weeks during 1 school year. Overall, the results indicated that specific variations in program implementation were associated with students' responses to treatment. It was also demonstrated that different teachers' applications of the program produced differential levels of student outcome. Implementation factors related to lower spelling achievement were (a) reduced opportunities to receive program sessions, (b) reduced probabilities of students' participation in program opportunities, (c) too many students assigned unchallenging spelling words, and (d) reduced rates of daily point earning reflecting lower levels of spelling practice during tutoring sessions. The implications of these findings and methods of preventing these implementation problems are discussed in the context of quality assurance and social validity.

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-101

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This study evaluated peer incidental teaching as a strategy for increasing reciprocal peer interactions by children with autism. Three typical preschoolers were trained as peer tutors for 3 young children with autism. During a classroom free‐play session, peer tutors used incidental teaching to obtain verbal labels of preferred toys by children with autism. A multiple baseline across the 3 target children showed replicated positive effects of the intervention. Adult supervision and assistance were then faded systematically, with resulting maintenance of increased reciprocal interactions. Multiple measures of the extent and limits of generalization suggested that 1 child increased interactions in free‐play periods throughout the day, but none of the children showed increases at lunch. Teacher and peer ratings supported the social validity of positive findi

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-117

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

This study investigated effects of a self‐evaluation procedure on preschool children's use of social interaction strategies among their classmates with autism. Three triads of children (comprised of 1 trained normally developing peer, 1 untrained peer, and 1 child with autism) participated. A multiple baseline design across subjects was used to demonstrate that peers who were taught facilitative strategies increased their use of strategies only after the self‐evaluation intervention was introduced. Improvements in social behavior of children with autism was associated with peers' increased strategy use. Untrained peers demonstrated little change in their social behavior. Treatment effects were replicated when trained peers were asked to use self‐evaluation with other children with autism during other play times. Self‐evaluation procedures enhanced the use of social interaction strategies on the part of normally developing peers during social skills interv

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-127

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

The single‐alternative form of the matching law has enjoyed extensive support in laboratory research with both animals and humans. However, few data exist concerning its validity as a description of behavior in applied settings. In Experiment 1, 2 fourth‐grade students were exposed to variable‐interval schedules of social reinforcement contingent on academic engagement. The data for each subject were then plotted via Herrnstein's equation. The results showed Herrnstein's equation to account for 99.1% and 87.6% of the variance in student engagement, respectively. In Experiment 2, control over student engagement by two of the reinforcement schedules was examined further within an alternating treatments design with similar results. The implications of these findings for linking experimental and applied behavior analysis are disc

ISSN:0021-8855    

DOI:10.1901/jaba.1992.25-143

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY