摘要:

Effective and useful interventions often deteriorate when researchers withdraw their direct supervision. We tested the survival of an intervention designed to produce effective weekly meetings in a student housing cooperative without direct researcher supervision. Chairperson performance, proposals completed per hour, and ratings of chairperson performance all increased when resident staff used a training manual, prompting checklist, and performance reviews. Eight years of follow‐up revealed continuing high levels of meeting effectiveness. This study demonstrates a methodology for the direct observation and experimental analysis of intervention surviva

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-423

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-435

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Individualized treatment packages were developed for 3 children with high‐rate severe pica using a discrimination training paradigm and a behavioral assessment‐based procedure known as empirically derived consequences. Children received empirically derived reinforcers for eating under appropriate stimulus conditions (i.e., eating food only from a plate and placemat that served as a discriminative stimulus) and empirically derived punishers for attempts to engage in pica. This treatment package resulted in marked reductions in pica and an increase in appropriate eating for all 3 children in a “baited” analogue condition. In addition, low rates of pica were maintained for 9 months for all 3 children. These results suggest that treatment effectiveness may be enhanced when behavioral assessment data are used to identify potent conse

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-447

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

The instructional hierarchy is a behavior‐analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning disabilities who ranged in age from 8 years 10 months to 11 years 11 months. A multielement design was used to compare the effects of the three interventions to each other and to baseline. Results indicated that the listening passage preview intervention (which contained modeling, drill, and generalization components) produced the largest performance gains. The implications of these results for selecting academic interventions based on the instructional hierarchy are discusse

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-459

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We investigated the efficacy of pictorial self‐management to teach daily living skills to 3 low‐functioning children with autism. Stimulus and response generalization, stimulus control of self‐management materials, and maintenance of behavior change were also assessed. Results showed that children with autism could successfully use pictures to manage their behavior in the absence of a treatment provider, generalize their behavior across settings and tasks, and maintain behaviors at follow‐up. In addition, when compared to baseline, all children showed a substantial decrease in stereotypic behaviors. When picture order was manipulated in stimulus control probes, the children followed the new picture sequence, suggesting that the pictures were controlling their behavior. Further, a savings effect was demonstrated, in that 2 subjects reached criterion on second and third behaviors within less than 25% of original traini

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-471

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Imposed postfeedback delays promote discrimination training; the present experiments determined whether they also improve performance in programmed instruction. In two experiments, college students completed 45 sets of Holland and Skinner's (1961) programmed text on behavior analysis in a computerized format in a three‐component multiple schedule. In Experiment 1, the conditions were (a) no delay between questions, (b) a 10‐s delay after each question (noncontingent delay), and (c) a 10‐s delay after each question answered incorrectly (contingent delay). Noncontingent delay produced better performance than no delay and contingent delay. To determine whether performance increased in the noncontingent delay condition because subjects studied the material during delay periods, Experiment 2 tested three conditions: (a) no delay between questions, (b) a 10‐s delay after each question (noncontingent delay), and (c) a 10‐s delay after each question with the screen blank during the delay period. Noncontingent delay produced better performance than no delay, but there was no difference in performance between no delay and noncontingent delay with blank screen. Hence, noncontingent delay improved performance because students used delay periods to study. Furthermore, subjects preferred noncontingent delay to the other conditions, and session time increased only

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-483

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

This research examined the relation between students' preferences for curricular activities and the occurrence of problem and desirable behaviors in 3 students with moderate intellectual disabilities. Activity preference was determined with a systematic assessment procedure. Subsequently, the influence of activity preference on student behavior was evaluated using a reversal design. Results showed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. The findings of this investigation contribute to the applied literature on activity preference and suggest directions for future research in the areas of curriculum design, preference, and curricular modifications as a viable behavior‐management strateg

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-493

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice‐making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no‐choice phases was yoked to a previous choice‐making condition. This analysis demonstrated that the choice‐making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging be

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-505

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

We investigated whether variations in alertness among individuals with profound multiple disabilities affected subsequent responsiveness to training programs. Three experiments were conducted involving 5 people. In Experiment 1, results indicated that alertness of 3 individuals increased with provision of skill‐acquisition training programs. Results also indicated no predictive relationship between alertness levels prior to training and subsequent responsiveness to training. Experiment 2 replicated results of Experiment 1 with 2 participants from Experiment 1 and an additional participant. Results of Experiment 2 also indicated that the increased alertness levels accompanying provision of training were not a function of the participants simply being in an inactive environment prior to training. Results of Experiment 3 indicated that alertness of an additional participant increased through provision of another training intervention, involving a systematic preference assessment. Responses during the preference assessment appeared to be unrelated to previously existing alertness levels. These findings suggest the need for caution when considering the withholding of scheduled training because an individual appears to be nonaler

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-519

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY

摘要:

A peer‐delivered incidental‐teaching procedure was used to instruct appropriate requesting in adults with moderate to severe mental retardation or autism. Three pairs of group‐home residents participated in an incidental‐teaching procedure to increase appropriate requesting, prompting, and responding of residents during lunch‐preparation sessions. An increase in the number of incidental‐teaching episodes during dinner was obtained, and remained high when lunch‐making training sessions were withdrawn. In addition, during the incidental‐teaching phase, an increase in appropriate requests and overall verbalizations occurred for the peer learners. Changes in appropriate requesting and overall verbalizations also remained higher than baseline when trainin

ISSN:0021-8855    

DOI:10.1901/jaba.1994.27-533

出版商:Blackwell Publishing Ltd    

年代:1994

数据来源: WILEY