摘要:

We examined the effects of simulation training on the acquisition of self‐catheterization skills in 2 female children with spina bifida. Based on a task analysis, the children were taught to perform on a doll each of the components of preparation, and, using a mirror to locate the urinary meatus, to insert and remove the catheter and to clean‐up. Before, during, and after training, the children's performance of the skills on the doll and on themselves was assessed. Results of a multiple baseline design across subjects and skill components showed that doll training facilitated the children's acquisition of self‐catheterization s

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-237

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

In this study, we investigated the conditions that contribute to observational learning of generalized language in children with severe mental retardation. Matrix‐training strategies were used to teach 6 children with mental retardation to combine known words into two‐ or three‐word utterances consistent with syntactic rules. Subsequently, the children learned two or more unknown words concurrently, inducing word‐referent relations consistent with these word order rules. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Expressive modeling of only four or five responses was sufficient to promote recombinative generalization in the expressive and receptive modalities. Thus, 95% to 98% of subjects' learning was attributed to generalization processes. This study demonstrates how the efficiency of language training with children with mental retardation might be enhanced by coupling observational learning and matrix‐training s

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-245

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

The use of peer‐training procedures by moderately mentally retarded adolescents was evaluated in two experiments. In Experiment 1, 2 students received instruction on peer‐training skills to teach a vocational task to 7 classmates. Following instruction, both peer trainers were successful in teaching their classmates to perform the target task and a second untrained (generalization) task. In Experiment 2, 1 peer trainer taught 3 peers to use picture prompts to complete one or two complex vocational tasks. Following instruction by the peer trainer, the trainees independently used novel pictures on novel tasks. The results of both experiments indicate that peer training with moderately handicapped students can be an effective instructional procedure, with generalization occurring for both the trainers (Experiment 1) and the trainees (Experiment

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-261

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15‐month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speec

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-275

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

People who use wheelchairs are at risk for developing pressure sores. Regular pressure relief, in the form of a wheelchair push‐up, is one way to reduce the likelihood of pressure sores. We examined the effects of antecedent (i.e., instructions, audible prompts) and consequent (i.e., alarm avoidance) events on wheelchair push‐ups, using a multiple baseline analysis with 2 participants with spina bifida. Results suggest that the combined procedure was more effective than either antecedent or consequent events alone, and there is some evidence suggesting maintenance of effects over t

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-287

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

We investigated the utilization and efficacy of distraction in reducing the anxious and disruptive behavior of 4 children undergoing dental treatment. During the distraction procedure, the children were shown a poster and told a story about it during dental treatment. They earned a prize if they attended to the poster and story and could correctly answer questions about them following each intervention visit. The children's disruptive behavior was assessed via direct observation, and results were analyzed within a multiple baseline design. The children exhibited high levels of anxious and disruptive behavior across baseline visits, regardless of the length of time in treatment or number of visits. Anxious and disruptive behavior decreased upon introduction of the intervention for all children. This was accompanied by the children meeting the criterion for correct answers on the distraction quiz. However, 2 of the children demonstrated an increase in their anxious and disruptive behavior across intervention visits. Results are discussed in terms of the need to evaluate treatment strategies that promote maintenance as well as initial changes.

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-297

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

In this investigation, we evaluated the effectiveness of a self‐monitoring package with 3 learning disabled students whose responding to subtraction problems had been highly inconsistent and unsuccessful. Following a two‐phase baseline of didactic instruction and special incentives, an error analysis was used to develop individualized self‐monitoring checklists that the students then responded to as they completed their subtraction assignments. In the context of a multiple baseline design, the self‐monitoring procedures produced immediate gains in correct responding, with more stable levels of successful performance occurring across sessions. In a subsequent maintenance phase, the checklists were removed and the previous incentives condition was reinstated, resulting in continued levels of successful responding. The results are compared to the literature on self‐monitoring and learning disabilities and discussed in terms of the continuing need for effective and efficient instructional s

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-309

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

We investigated the relative effects of self‐recording of attentive behavior and self‐recording of academic productivity with 5 upper elementary‐aged special education students in their special education classroom. Following baseline, both self‐recording treatments were introduced according to a multielement design. After the multielement phase, we assessed the pupils' performance under a choice condition, faded the overt aspects of the treatment program according to a withdrawal design, and probed maintenance over 5 weeks. Results revealed that both treatments produced clear improvements in arithmetic productivity and attention to task, neither treatment was clearly and consistently superior to the other, pupils preferred the self‐recording of attention treatment, the effects were maintained for all pupils, achievement test scores improved, and pupils generally recorded a

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-315

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

In an attempt to replicate several previous studies, a reversal design was used to assess the effects of publicly posted feedback on vehicle speed reduction. The intervention phases consisted of daily posted feedback that supplied drivers with either accurate or inaccurate information regarding the percentage of vehicles exceeding the speed limit on the road. Results from the two feedback conditions indicated no speed reduction in comparison to baseline levels. These results are discussed in light of previous studies that found strong effects for such feedback. Baseline levels of driver compliance and methodological differences may limit the effectiveness of posted feedback in reducing speeding.

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-325

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1989.22-333

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY