摘要:

We evaluated the direct and generalized effects of cues‐pause‐point language training procedures on immediate echolalia and correct responding in two severely retarded females. Two experiments were conducted with each subject in which the overall goal was to encourage them to remain quiet before, during, and briefly after the presentation of questions and then to verbalize on the basis of environmental cues whose labels represented the correct responses. Multiple baseline designs across question/response pairs (Experiment I) or question/response pairs and settings (Experiment II) demonstrated that echolalia was rapidly replaced by correct responding on the trained stimuli. More importantly, there were clear improvements in subjects' responding to untrained stimuli. Results demonstrated that the cues‐pause‐point procedures can be effective in teaching severely retarded or echolalic individuals functional use of their verbal labeling repe

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-11

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Play skills were taught to eight profoundly mentally retarded adults in two interrelated experiments. In Experiment 1, a multiple baseline across subjects design was used to assess the efficacy of verbal and physical prompts on independent play. In Experiment 2, the same subjects and experimental procedures were used to develop social play. Verbal prompting and graduated physical guidance procedures were found to be effective in substantially increasing independent play in Experiment 1 and social play in Experiment 2. Positive changes were also observed in collateral behaviors. Inappropriate play decreased slightly and stereotypy decreased to very low levels. Social interaction increased substantially in Experiment 2 when social play was targeted but little change was observed in Experiment 1 when only independent play was targeted. Treatment gains were maintained for 26 weeks in Experiment 1 and 10 weeks in Experiment 2. In addition, the treatment gains were generalized across subjects and settings in Experiment 2. Finally, regular follow‐up checks showed that independent and social play remained in the repertoire of the subjects for 12 months following the termination of programmed maintenanc

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-23

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We examined the effects of a peer initiation intervention with high‐ and low‐status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high‐ and low‐status nonhandicapped students were taught to direct social initiations to eight severely handicapped students during recess activities. The interactions of the high‐status students resulted in higher levels of initiations by untrained peers toward the handicapped students than did the interactions of the low‐status students. Social response levels were also differentially affected by the status of the pee

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-35

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Self‐stimulatory behavior is repetitive, stereotyped, functionally autonomous behavior seen in both normal and developmentally disabled populations, yet no satisfactory theory of its development and major characteristics has previously been offered. We present here a detailed hypothesis of the acquisition and maintenance of self‐stimulatory behavior, proposing that the behaviors are operant responses whose reinforcers are automatically produced interoceptive and exteroceptive perceptual consequences. The concept of perceptual stimuli and reinforcers, the durability of self‐stimulatory behaviors, the sensory extinction effect, the inverse relationship between self‐stimulatory and other behaviors, the blocking effect of self‐stimulatory behavior on new learning, and response substitution effects are discussed in terms of the hypothesis. Support for the hypothesis from the areas of sensory reinforcement and sensory deprivation is also reviewed. Limitations of major alternative theories are discussed, along with implications of the perceptual reinforcement hypothesis for the treatment of excessive self‐stimulatory behavior and for theoretical conceptualizations of functionally related normal and pathologica

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-45

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Correspondences between verbal responding (saying) and nonverbal responding (doing) may be organized in terms of the classes of verbal/nonverbal relations into which particular instances of verbal/nonverbal response sequences can enter. Contingency spaces, which display relations among events in terms of the probability of one event given or not given another, have been useful in analyses of nonverbal behavior. We derive a taxonomy of verbal/nonverbal behavior relations from a contingency space that takes into account two conditional probabilities: the probability of a nonverbal response given a verbal response and that probability given the absence of the verbal response. For example, positive correspondence may be said to exist as a response class when the probability of doing is high given saying but is otherwise low. Criteria for other generalized classes, including negative correspondence, follow from this analysis.

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-69

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We evaluated the effects of minimally supervised, independent recreational activities on stereotypic vocal behavior in two chronic schizophrenic patients. In baseline sessions, subjects were observed during unstructured free time in the psychiatric ward. In treatment sessions, therapists presented preferred recreational materials (magazines, models, and art projects), verbally prompted on‐task behavior every 20 min, and, in one condition, administered contingent tokens. Independent recreational activities reduced medium‐rate self‐talk in one subject and high‐rate mumbling in a second subject by 60%‐70%. Results were the same with or without contingent tokens. Apparent self‐maintaining characteristics of these vocal responses ar

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-77

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Computerized interactive videotapes were used to train college students to use a 10‐second partial‐interval observational recording system. Students viewed videotapes and scored response occurrences on a computer keyboard. Incorrect scoring resulted in immediate computerized feedback and rescoring.Two independent variables, three versus seven target behaviors, and maintenance (thinning feedback) versus nonmaintenance (no feedback) training were compared. Average accuracy values across all target behaviors were consistently above 90%, and the lowest accuracy values obtained for most target responses typically met current standards for interobserver agreement. Data indicate the standard practice of occasional observer agreement checks may be inadequ

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-83

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Three young autistic adults were trained to purchase items. Training was conducted in one setting with concurrent generalization probes taken in three community stores. Training in one setting failed to produce generalization to the three probe settings. Generalization training, which consisted of viewing videotapes of models who purchased items in the probe settings and answering questions about the models' responses, was then introduced. Training with the videotapes resulted in generalization to the three community stores. Results of the use of videotapes as a cost‐effective means to program generalization in community training programs are discusse

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-89

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

We evaluated a group instruction program for teaching a vocational skill to profoundly retarded adults. The program involved designated trainer roles and both individual student‐directed and total group‐directed procedures. Results indicated that, following the program, participants acquired the skill of stamping addresses on envelopes, the skill generalized across an untrained type of envelope, and the skill maintained over time. The group activity was incorporated into the regular classroom without increased disruption and the participants earned a wage for their productivity. Implications for the development of a group instruction technology for severely handicapped persons are discus

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-97

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1987.20-109

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY