摘要:

The purposes of our study were: (a) to train a set of observationally determined social behaviors via peer initiation; (b) to determine if effects generalized across classroom settings and to directly intervene if generalization did not occur; and (c) to analyze components of the peer‐initiation intervention. After baseline, nonhandicapped preschool children (confederates) were taught to direct social initiations to the three handicapped preschool‐aged students. Teachers prompted the confederates to engage the students in social interaction when necessary and rewarded the confederates with tokens. Confederates' initiations to the students resulted in increased frequencies of positive social interaction. There was no generalization to other classroom settings, and the intervention was subsequently implemented in a second and third classroom. Next, the confederates' token reinforcement system was withdrawn, with no apparent deleterious effects on the confederates' or students' social interactions. When teachers substantially reduced their prompts to the confederates, students' social interactions decreased. Finally, reinstatement of teacher prompts resulted in increases in the confederates' social initiations and, consequently, the positive social interactions of the stude

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-3

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

In a comparison of incidental teaching and traditional training procedures, three language‐delayed autistic children were taught expressive use of prepositions to describe the location of preferred edibles and toys. Traditional highly structured training and incidental teaching procedures were used in a classroom setting, and generalization was assessed during free‐play sessions. Results clearly indicate that incidental teaching promoted greater generalization and more spontaneous use of prepositions. These findings have important implications for language programming and teacher training, suggesting that incidental teaching should be included as a standard component of language development curricula for autistic and other developmentally delayed child

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-17

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

A combination of social marketing, communications, social learning (particularly modeling), and behavior analysis may provide an effective framework for behavior change via films and television. We used this approach in developing special television programs about residential energy conservation. The programs were tailored and directed to preselected middle‐class homeowners (N= 150), and delivered over a public access channel of a cable TV system. The results indicated that after one program exposure (about 20 minutes), viewers adopted simple strategies modeled in the programs which led to savings of approximately 10% on their home energy use for a substantial part of the cooling and heating season. Although the potential benefits to costs of large‐scale media efforts seemed great, institutional barriers for such programs were identified. Less expensive, more local programs seem more via

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-33

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

We evaluated methods for comparing the effects of dextroamphetamine (Dexedrine), thioridazine (Mellaril), and contingency management in the control of severe behavior problems. A reversal design was used in which medications were systematically titrated and assessed in unstructured as well as structured settings with three clients. Subsequently, behavioral procedures including timeout, differential reinforcement of other behavior, and visual screening, were used in a multiple‐baseline design across settings. The assessment and design methods were useful in comparing the interventions. Dextroamphetamine decreased inappropriate behaviors and improved academic behaviors in one client, but no reliable effects were observed in the other two clients. Thioridazine was variable across clients, settings, behaviors, and dosages. Contingency management produced consistent decreases in inappropriate behaviors and small improvements in academic performanc

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-45

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

We attempted to replicate an intervention program by Bornstein and Quevillon (1976), which had shown that the disruptive classroom behavior of Head Start children could be dramatically reduced through self‐instructional training. Although the subject population and procedures were quite similar across studies, our self‐instructional training did not produce socially significant, durable increases in either appropriate classroom behavior or changes in teacher ratings of the children's behavior. These results suggest that additional variables may have been responsible for Bornstein and Quevillon's succ

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-61

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-69

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-73

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-79

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

We examined mentally retarded individuals' use of picture cues and self‐monitoring to initiate a series of tasks of varying type and order. Four severely to moderately retarded high school students participating in a vocational training program were trained to use a picture‐cue system. The system consisted of photographs of vocational tasks that were inserted in the assigned order in a photoalbum sheet; self‐management was accomplished by marking off each photo after its corresponding task was completed. Students were assigned seven tasks from a pool of 13 each day. Results indicated that the students quickly learned to use the picture‐cue system to change tasks throughout their workday without trainer prompts and that performance was maintained as trainer feedback and presence were decreased. At the end of the study, two students who were exposed to novel photographs were able to initiate independently after only minimal training, suggesting that the use of the picture‐cue system had become a generali

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-81

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY

摘要:

We assessed the effects of posted feedback and warning ticket programs on speeding and accidents in two cities. In Experiment 1, speeding feedback signs were effective even when 10 were used in Dartmouth, Nova Scotia, and reductions in speeding were associated with reductions in accidents. The effectiveness of the signs was correlated with the number of intersections and residences within 0.5 km beyond them, and the signs had noeffecton untreated streets. In Experiment 2, posted feedback and a warning program reduced speeding and accidents on 14 streets in Haifa, Israel.

ISSN:0021-8855    

DOI:10.1901/jaba.1985.18-87

出版商:Blackwell Publishing Ltd    

年代:1985

数据来源: WILEY