Analysis and Intervention in Developmental Disabilities最新文献_第2页

Stimulus control research and developmentally disabled individuals 刺激控制研究与发育障碍个体

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/0270-4684(86)90012-1

Lawrence T. Stoddard, William J. McIlvane

引用次数: 24

Compliance and correlated problem behávior in children: Effects of contingent and noncontingent reinforcement 儿童依从性和相关问题behávior:偶然强化和非偶然强化的影响

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80009-X

Michael F. Cataldo, Eric M. Ward, Dennis C. Russo, Mary Riordan, Debra Bennett

{"title":"Compliance and correlated problem behávior in children: Effects of contingent and noncontingent reinforcement","authors":"Michael F. Cataldo, Eric M. Ward, Dennis C. Russo, Mary Riordan, Debra Bennett","doi":"10.1016/S0270-4684(86)80009-X","DOIUrl":"10.1016/S0270-4684(86)80009-X","url":null,"abstract":"<div><p>Analyses of response relationships offer the potential for designing treatment procedures that are more economical and entail less risk for misuse than many we currently employ. The present study investigated whether previous results indicating the reduction of problem behaviors by reinforcing compliance in fact occurred because of the contingent relationship between compliance and the presumed reinforcing events. A clinic analogue procedure consisting of a standard set of adult requests was employed in a multiple baseline design across subjects with three children receiving three conditions — no reinforcement, noncontingent reinforcement, and reinforcement contingent on compliance — and a fourth child receiving the first and third conditions to assess possible order effects. The data indicated that: (1) compliance covaried inversely with some, but not all, of the problem behaviors measured; (2) sustained covariation occurred only when reinforcement was contingent on compliance; (3) substantially large but transient increases in compliance and decreases in problem behavior during noncontingent reinforcement occurred for those children who initially demonstrated high compliance and low levels of aberrant behavior during baseline; and (4) the problem behaviors that inversely covaried with compliance were idiosyncratic across children. The results suggest that treatment procedures based on response relationship strategies should consider that children's individual learning histories may determine which behaviors covary and the likelihood that large, initial changes can occur with noncontingent reinforcement.</p></div>","PeriodicalId":100080,"journal":{"name":"Analysis and Intervention in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1986-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0270-4684(86)80009-X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77967679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 47

Analysis of the “discrimination-failure-hypothesis” in generalized matching and mismatching behavior 广义匹配与错配行为中的“判别-失效-假设”分析

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/0270-4684(86)90008-X

Richard R. Saunders , James A. Sherman

{"title":"Analysis of the “discrimination-failure-hypothesis” in generalized matching and mismatching behavior","authors":"Richard R. Saunders , James A. Sherman","doi":"10.1016/0270-4684(86)90008-X","DOIUrl":"10.1016/0270-4684(86)90008-X","url":null,"abstract":"<div><p>Three mentally retarded subjects were taught with matching-to-sample procedures and geometric shapes as stimuli to make matching and mismatching responses, respectively, in a two-component, multiple schedule. The subjects also made generalized matching and mismatching responses to unreinforced probe samplees in the respective components. During each trial the subjects were given the opportunity to choose the sample stimulus to which to respond. Choice responding was compared under conditions of no intertrial interval and 5-sec and 10-sec interial intervals. Generally, longer intertrial intervals resulted in a low probability of probe-sample selection and a high probability of reinforced-sample selection. Nevertheless, the subjects continued to display generalized matching and mismatching behavior when probe samples were selected, demonstrating that generalized matching and mismatching could be maintained concurrent with a discrimination between the reinforced and unreinforced sample stimuli as measured by the choice procedures. Further, the patterns of responding in the mismatch-reinforced component for all subjects were observed to change as intertrial interval conditions were changed across sessions. Under longer intertrial interval conditions, subjects responded to specific choice stimuli as mismatches for specific samples, but reverted to other strategies under no intertrial interval conditions. The results suggest that intertrial interval length may be an important variable in both matching-to-sample and choice behavior.</p></div>","PeriodicalId":100080,"journal":{"name":"Analysis and Intervention in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1986-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/0270-4684(86)90008-X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75480679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Use of multiple exemplars in object concept training: How many are sufficient? 在对象概念训练中使用多个范例:多少是足够的?

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80011-8

Susan C. Hupp

引用次数: 11

Control by exclusion in arbitrary matching-to-sample 在任意样本匹配中通过排除控制

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/0270-4684(86)90006-6

Robert Stromer

引用次数: 39

Teaching severely handicapped persons to provide leisure activities to peers 教严重残障人士为同龄人提供休闲活动

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80002-7

Rodney E. Realon, Judith E. Favell, Sandra C. Stirewalt, James F. Phillips

{"title":"Teaching severely handicapped persons to provide leisure activities to peers","authors":"Rodney E. Realon, Judith E. Favell, Sandra C. Stirewalt, James F. Phillips","doi":"10.1016/S0270-4684(86)80002-7","DOIUrl":"10.1016/S0270-4684(86)80002-7","url":null,"abstract":"<div><p>In the present study, we explored the feasibility, effectiveness, and acceptability of teaching seriously mentally handicapped individuals to provide interactions and materials to multiply handicapped retarded persons during leisure periods. With simple and economical teaching procedures, five seriously retarded individuals were taught to engage in levels of interaction which exceeded standards established by exemplary employees. Their efforts systematically resulted in higher levels of material availability to recipient clients. The behavior of the client providers was maintained under realistic supervision conditions, which staff reported were practical in the settings in which these clients functioned. Information from questionnaires indicated that client providers enjoyed their work, that staff valued their contributions and that human rights representatives viewed the effort as worthwhile to client providers and recipients alike. The potential benefits and limitations of such an approach are discussed and areas of future research are described.</p></div>","PeriodicalId":100080,"journal":{"name":"Analysis and Intervention in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1986-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0270-4684(86)80002-7","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78411272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80005-2

Michelle M. Dillon

引用次数: 0

Teaching mentally retarded students to tell time 教弱智学生看时间

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80003-9

Paul M. Smeets, Ron W. Van Lieshout, Giulio E. Lancioni, Sebastian Striefel

引用次数: 2

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80007-6

Raymond G. Romanczyk

引用次数: 0

An equivalence model for vocabulary acquisition in profoundly hearing-impaired children 重度听障儿童词汇习得的等效模型

Analysis and Intervention in Developmental Disabilities Pub Date : 1986-01-01 DOI: 10.1016/S0270-4684(86)80013-1

John H. Hollis, Robert T. Fulton, Alfred D. Larson

引用次数: 6