摘要:

We conducted four experiments to evaluate a respite care training package. In Experiment 1, we assessed the effectiveness of an instructional manual on the acquisition of respite care skills and compared the relative effects of three different manual presentation formats. Results showed that performance during simulated (role‐played) respite care situations improved substantially for all six trainees following presentation of the instructional manual (with no significant differences between presentation formats) although some remedial training was necessary to achieve mastery criterion. In Experiment 2, we evaluated the effects of the manual presented as a whole with a larger group of trainees and compared it to a workshop training approach. Results showed that both the instructional manual and workshop training approaches were effective, but that the former appeared to be more cost‐effective. In both experiments, correct responding generalized to a respite care situation with a multiply handicapped child. In addition, several measures of social validity were obtained. In Experiment 3, we evaluated a simplified training and assessment package that could be conducted using the resources typically available to respite care agencies, and in Experiment 4, we demonstrated that respite care agency personnel could successfully implement this prog

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-105

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Many deaths from cardiopulmonary arrest can be prevented by the prompt and effective administration of cardiopulmonary resuscitation (CPR). In this study, we examined the standard training program for teaching CPR to emergency medical technicians (EMTs). We developed an alternative experimental program whereby the behaviors involved in CPR were assessed easily and in greater detail. This assessment provided the basis for a system in which effective CPR skills were reinforced and problems were corrected. Subjects who were trained in CPR according to this experimental program performed more effectively than subjects in the standard program. In addition, retention (maintenance) measures indicated that experimental subjects continued to perform well, often more effectively than professionally employed EMTs.

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-125

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Cathartic and behavioral treatment procedures for eliminating diurnal and nocturnal primary encopresis were investigated using a multiple‐baseline design across four children. The dependent and independent variables measured were appropriate bowel movements, soiling accidents, independent toiletings, and cathartic use. Over 177 reliability observations (home visits) were conducted. For two of the children, treatment with cathartics and child‐time remedied their soiling accidents and increased their independent toiletings in 8 to 11 weeks. While the cathartics and child‐time increased the rate of appropriate bowel movements, they did not eliminate the soiling accidents with the other two children. Independent toiletings for these two children were achieved after 32 to 39 weeks of treatment when punishment procedures (positive practice, time‐out, and hourly toilet sits) were incorporated and the suppositories were faded systema

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-137

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight‐word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5‐choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child‐preferred activ

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-147

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

Three students with moderate handicaps were taught to initiate and expand on conversational topics. The teaching procedure used stimuli generated from actual conversations with nonhandicapped peers. Generalization was assessed by audiotaping conversations between the handicapped students and their peers in natural school contexts without adult supervision. Results indicated that training generalized to natural contexts. These results were socially validated by undergraduate special education students, who rated tapes of two of the students' conversations during training phases as more socially competent than during baseline. Results are discussed in terms of the evaluation of complex social behavior as multioperant behaviors.

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-159

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

We investigated the effects of a sibling training procedure, consisting of direct prompting and modeling, on the occurrence of reciprocal interactions between nonhandicapped and handicapped siblings. Data were obtained for training, generalization, and follow‐up. Results of a multiple‐baseline design across three pairs of siblings showed that: (a) direct prompting of interactions was an effective strategy for increasing reciprocal interactions between handicapped and nonhandicapped siblings; (b) the training procedure resulted in increased levels of initiations and responsiveness to initiations; (c) reciprocal interactions between siblings generalized to larger play groups or across settings; (d) reciprocal interactions between handicapped subjects and untrained, nonhandicapped peers increased without direct training; (e) the siblings' levels of interactions were maintained at 6 mo follow‐up; and (f) these findings were judged socially valid by the siblings' pa

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-173

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

We examined the effects of assigning a classroom manager's role on the frequency of social interactions and the sociometric standing of three withdrawn kindergarten students. Results showed that when the three socially withdrawn students were placed in the manager's role they substantially increased the frequency of their positive social initiations during free‐play time, were the recipients of many more positive and significantly fewer negative social bids from their peers, were rated more favorably by their classmates on a sociometric rating scale, and were selected more frequently as best friends by their peers. In addition, follow‐up data suggested partial maintenance of treatment effects when students no longer occupied manager positi

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-187

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

We assessed the ability of a combined contingent reinforcement and intensive monitoring procedure to promote and sustain temporary smoking cessation among 34 hired research volunteers, and the ability of a smoking reduction test to predict the subsequent initiation of abstinence. During the 5‐day cutdown test, subjects were paid from $0 to $6 per day depending on the extent of reduction from baseline CO levels. During the abstinence test, breath samples were obtained three times daily and subjects were paid $4 for each CO reading ≤11 ppm. Sixty‐eight percent of subjects initiated abstinence. Of the breath samples collected during the abstinence test (91% of scheduled samples), 96.5% were ≤11 ppm and 80.5% were ≤8 ppm. Subjects who earned more money during the cutdown test were more likely to abstain (r= −0.51,p<.001). Contingent reinforcement and intensive monitoring procedures appear to have usefulness for analog studies of smoking reduction an

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-197

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

The effect of negation training in a second language on the expression of negation in the native language was investigated. Four‐year‐old children from bilingual (Spanish/English) homes who showed no expressive or receptive ability in Spanish negation and were either proficient or nonproficient in English negation received Spanish negation training. Children who were proficient in English negation maintained correct responses in English and showed increased correct responses in Spanish following simultaneous training in both languages or in Spanish alone. Children who were nonproficient in English negation demonstrated a decrease in correct English responses following training in Spanish alone; however, children who received training in English and Spanish simultaneously showed increases in correct responses in both languages. These findings suggest that language training programs with children learning a second language should consider the relationship of the two language training conditions (simultaneous vs. independent) with the child's level of native language proficie

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-203

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY

摘要:

A peer‐mediated intervention designed to promote communicative interaction on the part of three language‐delayed children was evaluated. Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher prompting was withdr

ISSN:0021-8855    

DOI:10.1901/jaba.1986.19-209

出版商:Blackwell Publishing Ltd    

年代:1986

数据来源: WILEY