摘要:

In a series of three experiments, we evaluated the use of microswitches as a means for students with profound, multiple handicaps to demonstrate preferences between toys and to make requests for specific activities. In Experiment 1, 5 students learned to demonstrate toy preferences by using microswitches to activate battery‐operated toys. Experiment 2 was conducted to evaluate the students' preferences for social attention. Microswitches were used to activate prerecorded messages that signaled the classroom teacher to attend to the students. In Experiment 3, the students used the switches and prerecorded messages to make specific requests of educational staff in school and community settings. Results of these experiments, evaluated within multiple baseline, alternating treatments, and simultaneous treatments designs, indicated that these students could request specific activities. Results are discussed with respect to the continued use of microswitches and to program developmen

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-331

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We investigated the functional role of the child's and experimenter's verbalizations in correspondence training procedures with toy play behaviors in a day‐care center setting. Six children participated in a multiple baseline across responses and/or multielement design. Baseline conditions were followed by reinforcement of verbalization. This resulted in little or no change in responding, similar to findings of previous research. Experiment I isolated the child's verbalization as the variable under study. With an experimenter's prompt and postplay reinforcement held constant, the effects of including versus omitting the child's verbalization were examined. A contingency‐space analysis revealed that the presence or absence of the child's verbalization exerted no influence on play with the target toy. In Experiment II, a condition in which no experimenter's prompt occurred was added. Results suggested that the complete absence of any antecedent verbalization, by child or experimenter, resulted in much lower rates of play with the target toys. Again, however, when the experimenter's prompt was included, no dear difference was noted between conditions in which the child verbalized and conditions in which the child did not. These results raise doubts about the commonly held view of correspondence training procedures as a method of promoting self‐regul

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-345

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

A brief training manual was developed for the purpose of teaching child‐care workers to contingency contract with delinquent youths living in residential care facilities. The manual was designed to require minimal supplementary training by a professional. In Experiment 1 a multiple baseline design was used to assess the effect of the manual on 4 child‐care workers' contract negotiation and writing behaviors. Experiment 2 consisted of four A‐B systematic replications. Behaviors were assessed within the context of analogue training simulations and generalization tests with delinquent youths. Results from the analogue simulations indicated that the manual was successful in increasing both types of behaviors to a level of proficiency that equaled or surpassed that of behaviorally trained graduate students, and results from the generalization tests indicated that the child‐care workers were able to apply their newly acquired contracting skills with delinquent youths. Procedural reliability varied across child‐care workers, but was usu

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-357

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label‐then‐do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key‐entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self‐labeling procedures to complete a key‐entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-369

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We propose that individuals who are recipients or potential recipients of treatment designed to change their behavior have the right to a therapeutic environment, services whose overriding goal is personal welfare, treatment by a competent behavior analyst, programs that teach functional skills, behavioral assessment and ongoing evaluation, and the most effective treatment procedures available.

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-381

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Shoplifting and employee theft constitute a major problem for retailers. Previous research has described techniques for effectively reducing either type of theft but has not addressed the problem of thefts of unspecified origin. In a grocery store we evaluated the effect of identifying for employees frequently stolen products from three groups of items and graphing, twice weekly in the lunchroom, losses for the separate groups. After the products were identified and losses graphed, thefts from the three groups dropped from eight per day to two per day.

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-385

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

Parents of four nonverbal and four echolalic autistic children were trained to increase their children's speech by using the Natural Language Paradigm (NLP), a loosely structured procedure conducted in a play environment with a variety of toys. Parents were initially trained to use the NLP in a clinic setting, with subsequent parent‐child speech sessions occurring at home. The results indicated that following training, parents increased the frequency with which they required their children to speak (i.e., modeled words and phrases, prompted answers to questions). Correspondingly, all children increased the frequency of their verbalizations in three nontraining settings. Thus, the NLP appears to be an efficacious program for parents to learn and use in the home to increase their children's speec

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-391

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We evaluated the effects of a self‐monitoring procedure to increase staff on‐task behavior and adherence to scheduled activities. Self‐monitoring involved the use of activity cards that staff members completed and carried with them to assist in determining the activities for which they were responsible at any given time. Increases in both on‐schedule and on‐task behavior resulted. Supervisor feedback was subsequently added because some staff members did not maintain consistently high levels of performance. Generalization data indicated that staff members implemented the procedure during evening hours without specific programming. The advantages and limitations of using a self‐monitoring procedure for improving performance of staff members in residential settings ar

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-401

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We taught three mentally handicapped students to answer questions with verbal labels and evaluated the generalized effects of this training on their maladaptive speech (e.g., echolalia) and correct responding to untrained questions. The students received cues‐pause‐point training on an initial question set followed by generalization assessments on a different set in another setting. Probes were conducted on novel questions in three other settings to determine the strength and spread of the generalization effect. A multiple baseline across subjects design revealed that maladaptive speech was replaced with correct labels (answers) to questions in the training and all generalization settings. These results replicate and extend previous research that suggested that cues‐pause‐point procedures may be useful in replacing maladaptive speech patterns by teaching students to use their verbal labeling repe

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-411

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY

摘要:

We conducted two experiments to assess the role of referential speech during sign training in which the spoken words corresponding to signs were receptively known to the participants. An alternating treatments design was used to compare sign acquisition across two teaching conditions in which referents were presented either with or without the corresponding verbal label. During the first experiment, signs were taught concurrently; during the second experiment, signs within each of the respective conditions were taught in a serial fashion. In both experiments, signs taught by total communication were acquired faster than those taught by sign‐alone trainin

ISSN:0021-8855    

DOI:10.1901/jaba.1988.21-419

出版商:Blackwell Publishing Ltd    

年代:1988

数据来源: WILEY