摘要:

AbstractTime‐out procedures often seem to be overused by teachers and tend to emphasize a linear view of problem behavior. Paradoxical strategies appear to provide a change in the dynamics of the teacher‐child relationship and are thus a more systemic way of viewing the behavior. Three case studies are presented where the paradoxical strategies have varying degrees of success. The cases are discussed in terms of the critical aspects of the approach, as demonstrated in the case stud

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<77::AID-PITS2310230112>3.0.CO;2-Q

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

摘要:

AbstractMultiply handicapped mentally retarded and learning disabled preschool children participated in a series of learning tasks designed to clarify task‐related effects of modeling‐based mental imagery training experiences. A modified single‐subject multiple‐baseline design was employed with alternating baseline and treatment sessions occurring for tasks involving uncategorized recall, categorized recall, and paired associates learning. Facilitative effects of modeling were found to occur for all learning tasks. Facilitation of learning was most apparent for associative learning and with learning disabled subjects. The findings are discussed in terms of the viability of instructional modeling and mental imagery processes as factors in the education of children with problems in learning, language, and co

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<82::AID-PITS2310230113>3.0.CO;2-0

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

摘要:

AbstractThe noncompliant behavior of a severely multihandicapped 6‐year‐old boy was modified through systematic manipulations of an instructional antecedent. Responding to teacher requests within 5 seconds was measured under three conditions: decreased rate of commands, increased rate of commands, and unconditional rate of commands, coupled with contingent consequation. A multielement design was employed to evaluate differential effectiveness. Increasing the density of instructional commands and reinforcing discrete compliant responses was found to be the most effective treatment package for controlling behavior. Commands issued at a frequent and consistent pace reduced inapproriate responding to zero, suggesting the viable potential of this antecedent as a variable in programming for noncompliant child

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<88::AID-PITS2310230114>3.0.CO;2-G

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

摘要:

AbstractSeventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proffle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<95::AID-PITS2310230115>3.0.CO;2-L

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

摘要:

AbstractSchool readiness has been measured in many ways; chronological age, sex, and developmental age all have been used, with varying success, to predict young children's readiness for school. One hundred and fifty‐two children were classified by birthdate and sex, and compared on their performances on the Gesell Screening Test, the Gesell School Readiness Test (GSRT), and the Stanford Achievement Test. The Gesell measures were sensitive to the different birthdate groups; however, these differences diminished as the children aged. There were no significant differences between birthdate groups on the Stanford Achievement Test. Females scored higher than males on the GSRT at the end of kindergarten, but no interactions between birthdate and sex were found. Implications of the varying ways to determine school readiness are discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<100::AID-PITS2310230116>3.0.CO;2-X

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

摘要:

AbstractThe degree of correlation between teachers' ratings of vocabulary, comprehension, mathematics, and verbal intelligence with scores from the Progressive Achievement Tests (PAT) plus the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) was assessed with 120 boys and 110 girls aged 8.6 to 10.5 years in three southeastern suburban state schools in Melbourne. Teachers' ratings of students' general attitude also were collected. While results indicated that significant correlations did exist between data from the two sets of measures, these accounted for only small amounts of the total variance, suggesting that two almost discrete domains of information were being tapped. The need for reconciliation between these two domains is discussed and the presence of sex bias in teachers' ratings is raised for further st

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<106::AID-PITS2310230117>3.0.CO;2-C

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<112::AID-PITS2310230118>3.0.CO;2-K

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<114::AID-PITS2310230119>3.0.CO;2-B

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<115::AID-PITS2310230120>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY

ISSN:0033-3085    

DOI:10.1002/1520-6807(198601)23:1<116::AID-PITS2310230124>3.0.CO;2-J

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1986

数据来源: WILEY