摘要:

The effects of an intervention package on drivers' yielding to pedestrians and on pedestrians' signaling their intention to cross the street were assessed using a multiple baseline design. The intervention, which consisted of publicly posted feedback on the percentage of motorists yielding to pedestrians, small signs prompting pedestrians to engage in appropriate crossing behavior, and an enforcement program involving the use of warning tickets and feedback fliers, was sequentially introduced on two streets. The intervention more than doubled the percentage of motorists yielding to pedestrians and increased the percentage of pedestrians signaling their intention to cross the street to over 13% from a baseline level of less than 1%. Near misses involving pedestrians decreased by more than 50% on the narrower of the two streets.

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-103

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

It is generally agreed that serious misbehavior in children should be replaced with socially appropriate behaviors, but few guidelines exist with respect to choosing replacement behaviors. We address this issue in two experiments. In Experiment 1, we developed an assessment method for identifying situations in which behavior problems, including aggression, tantrums, and self‐injury, were most likely to occur. Results demonstrated that both low level of adult attention and high level of task difficulty were discriminative for misbehavior. In Experiment 2, the assessment data were used to select replacements for misbehavior. Specifically, children were taught to solicit attention or assistance or both verbally from adults. This treatment, which involvedthe differential reinforcement of functional communication, produced replicable suppression of behavior problems across four developmentally disabled children. The results were consistent with an hypothesis stating that some child behavior problems may be viewed as a nonverbal means of communication. According to this hypothesis, behavior problems and verbal communicative acts, though differing in form, may be equivalent in function. Therefore, strengtheningthe latter should weakenthe forme

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-111

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assessthe effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Acrossthe four participants, training to generalize within‐toy sets resulted in complete between‐class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed fromthe previous sets in that they produced a reaction tothe play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discus

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-127

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

The negative interactions of a mildly retarded child, Dennis, were reduced in three daily recess periods, withthe use of a point system. Adult monitors initiatedthe intervention inthe morning recess; reductions achieved during adult monitoring were maintained in that recess during two subsequent conditions: peer monitoring and self‐monitoring. Dennis' negative interactions were reduced next inthe afternoon recess by peer monitors. Again, reductions were maintained during a subsequent self‐monitoring condition. Finally, duringthe noon recess, Dennis was trained to serve as a peer monitor for Ed, a moderately retarded classmate. Dennis' rate of negative interactions quickly decreased following his appointment as a peer monitor. The results show that a point system, originally designed for adult monitoring, can be adapted without loss of program effectiveness for peer monitoring or self‐monitoring. The results also suggest that classmates who serve as peer monitors may benefit significantly from their role. The conditions under which these therapeutic effects occur andthe role that treatment order effects may play in this process require further investig

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-141

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

One oft‐cited problem with teaching speech skills to autistic children isthe failure of the speech to be spontaneous. That is, the children's speech often remains underthe control of the verbal behavior of others rather than underthe control of other nonverbal referents inthe environment. We investigatedthe effectiveness of a time delay procedure to increasethe spontaneous speech of seven autistic children. Initially, the experimenter presented a desired object (e.g., cookie) and immediately modeledthe appropriate response “I want (cookie).” Gradually, asthe child imitatedthe vocalization, the experimenter increasedthe time between presentation of the object andthe modeled vocalization in an attempt to transfer stimulus control of the child's vocalization fromthe experimenter's model tothe object. Results indicated that allthe children learned to request items spontaneously and generalized this behavior across settings, people, situations, and to objects which had not been taught. These results are discussed in relation tothe literature on spontaneous speech, prompting, and generaliz

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-155

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

The purpose of this study was twofold: to examinethe effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to comparethe effectiveness of student‐directed versus teacher‐directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16‐week spelling program. Results indicated that student‐directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling a

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-167

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Five students classified as profoundly/multiply handicapped were trained to use microswitches to indicate reinforcer preferences. The students were trained to emit a designated motoric response (raise arm or raise head) which in turn activated a microswitch. The microswitches were connected to battery‐operated toys and devices, and served to provide immediate, contingent consequences tothe students for their motoric responding. The results of the investigation were evaluated within a multiple baseline (across students) with alternating treatments (potential reinforcers) design. During baseline, the students were provided withthe switches and devices, butthe switches were not connected tothe devices. Duringthe training conditions, the switches activatedthe devices. Evaluation of the devices was conducted by recordingthe cumulative frequency and duration of the students' responses. Whenthe microswitches activatedthe devices during training, a substantial increase inthe duration of motoric responding occurred for all students. In addition, some students performed differentially across devices, suggesting that they had reinforcer preference

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-173

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

Five retarded students were taught to use picture prompts to help them access and terminate a microcomputer program. Training was provided within a multiple baseline format. Posttesting (picture prompts without feedback), and a return to baseline were later conducted for boththe training program and an untrained (generalization) program. The results indicate thatthe program was successful in teachingthe microcomputer skills tothe students. In addition, all students were able to maintain their skills over a 7‐day interval in which they did not have access tothe microcompute

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-179

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY