Teaching an Infant to Request Help.

IF 0.7 Q4 PSYCHOLOGY, MULTIDISCIPLINARY

Analysis of Verbal Behavior Pub Date : 2023-12-08 eCollection Date: 2024-06-01 DOI:10.1007/s40616-023-00198-9

Ciobha A McKeown, Carley E Smith, Timothy R Vollmer, Lindsay A Lloveras, Kerri P Peters

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引用次数: 0

Abstract

Teaching an infant manual signs is beneficial as it promotes early communication, improves socialization, and can functionally replace behaviors such as crying and whining. Improving early communication also may reduce the probability of an infant engaging in dangerous behavior, like unsafe climbing. The purpose of this study was to extend Thompson et al. (Journal of Applied Behavior Analysis 40:15-23, 2007) by teaching an 8-month-old infant, who was noted to display developmental delays, to sign for "help" when preferred items were inaccessible. Similar to Thompson et al., delayed prompting and differential reinforcement was efficacious in teaching the infant to sign for "help," and the skill generalized to situations that were previously associated with unsafe climbing. However, undesirable generalization of signs for "help" when the infant could independently access the items was observed. Additional teaching was necessary to ensure signing for "help" occurred under appropriate antecedent control.

Supplementary information: The online version contains supplementary material available at 10.1007/s40616-023-00198-9.

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教婴儿请求帮助

教婴儿使用手势是有益的，因为它可以促进婴儿的早期交流，提高社交能力，并能在功能上取代哭闹和抱怨等行为。改善早期交流还可以降低婴儿做出危险行为（如不安全的攀爬）的概率。本研究的目的是对汤普森等人（《应用行为分析杂志》40:15-23，2007 年）的研究进行延伸，教一名 8 个月大的婴儿在拿不到喜欢的物品时打出 "救命 "的手势。与汤普森等人的研究类似，延迟提示和差异强化对教会婴儿打 "救命 "手势很有效，而且这种技能还能泛化到以前与不安全攀爬有关的情况中。然而，当婴儿可以独立拿取物品时，他们的 "求助 "手势却出现了不理想的泛化。为了确保婴儿在适当的前因控制下做出 "帮助 "的手势，有必要进行额外的教学：在线版本包含补充材料，可在 10.1007/s40616-023-00198-9 上查阅。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Analysis of Verbal Behavior PSYCHOLOGY, MULTIDISCIPLINARY-

自引率

20.00%

发文量

期刊介绍： The Analysis of Verbal Behavior (TAVB) is an official publication of the Association for Behavior Analysis International. The Mission of the journal is to support the dissemination of innovative empirical research, theoretical conceptualizations, and real-world applications of the behavioral science of language. The journal embraces diverse perspectives of human language, its conceptual underpinnings, and the utility such diversity affords. TAVB values contributions that represent the scope of field and breadth of populations behavior analysts serve, and Is the premier publication outlet that fosters increased dialogue between scientists and scientist-practitioners. Articles addressing the following topics are encouraged: language acquisition, verbal operants, relational frames, naming, rule-governed behavior, epistemology, language assessment and training, bilingualism, verbal behavior of nonhumans, research methodology, or any other topic that addresses the analysis of language from a behavior analytic perspective.