Analysis and Intervention in Developmental Disabilities最新文献_第5页

Stimulus equivalence in rudimentary reading and spelling 初级阅读和拼写中的刺激对等

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90006-0

Harry A. Mackay

引用次数: 83

Efficacy of interdisciplinary assessment and treatment for infants and preschoolers with congenital and acquired brain injury 婴幼儿先天性及后天性脑损伤的跨学科评估与治疗效果

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/S0270-4684(85)80009-4

Stephen J. Bagnato, John T. Neisworth

{"title":"Efficacy of interdisciplinary assessment and treatment for infants and preschoolers with congenital and acquired brain injury","authors":"Stephen J. Bagnato, John T. Neisworth","doi":"10.1016/S0270-4684(85)80009-4","DOIUrl":"10.1016/S0270-4684(85)80009-4","url":null,"abstract":"<div><p>The complexities of assessment and treatment for brain-injured youngsters demand interdisciplinary effort. A multiprofessional approach can provide both varied and congruent information to guide treatment. While the team approach has been extolled, few research studies have attempted to document its efficiency or efficacy. The present study employed an interdisciplinary model to assess the progress of brain-injured children during their course of treatment. Specifically, the study attempted to document the effectiveness of a team approach over a 3.5 month period of intensive treatment for two etiologically distinct groups of children (acquired injury, <em>n</em> = 7; congenital injury, <em>n</em> = 10). Analysis of developmental and behavioral progress over the period of team intervention (<em>-x</em> = 3.5 months) revealed significant pre-post gains for the congenital as well as the acquired groups of brain-injured children. Significant team therapy effects beyond gains expected due to maturation were evident across four developmental domains (i.e., cognitive, socio-emotional, self-care, perceptual/fine motor) and five behavioral processes (i.e., social orientation, attention, receptive communication, object orientation, and self-regulation) on the Bayley Scales of Infant Development, Early Intervention Developmental Profile, and Carolina Record of Individual Behavior. Progress was less evident in various neuromotor, self-regulatory, and neurophysiological areas (i.e., gross motor, expressive communication, activity, reactivity, frustration, and consolability) despite intervention in these areas. Suggested guidelines for team diagnosis, intervention, and program evaluation for young brain-injured children are detailed.</p></div>","PeriodicalId":100080,"journal":{"name":"Analysis and Intervention in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1985-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0270-4684(85)80009-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76714304","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: 19

Complex stimulus relations and exclusion in severe mental retardation 重度智力迟钝的复杂刺激关系与排斥

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90002-3

William J. McIlvane , Lawrence T. Stoddard

引用次数: 26

Software survey sectionSoftware description form 软件调查部分软件描述表

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90010-2

R. Romanczyk

引用次数: 0

Procedures for facilitating integration of autistic children in public school settings 促进自闭症儿童融入公立学校的程序

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90013-8

Gary M. Sasso, Richard L. Simpson, Christine G. Novak

{"title":"Procedures for facilitating integration of autistic children in public school settings","authors":"Gary M. Sasso, Richard L. Simpson, Christine G. Novak","doi":"10.1016/0270-4684(85)90013-8","DOIUrl":"10.1016/0270-4684(85)90013-8","url":null,"abstract":"<div><p>The present study focuses on procedures for facilitating the social and psychological integration of autistic and autistic-like children into an elementary school. The effect on the attitudes and positive behavioral initiations of regular-class students toward their autistic peers were assessed as a function of (a) information about handicapped persons and controlled experiences with autistic children, and (b) autistic students' social skill training. Results revealed that regular-class students who had both received information about exceptionalities and participated in controlled experiences with autistic children had the most positive attitude and made the greatest number of positive behavioral initiations toward the handicapped subjects. In addition, most frequently, the regular-class students' behavioral initiations were aimed toward those autistic children who had received social skill training. Implications are drawn for placement of increasing numbers of severely handicapped children and youth in age-appropriate public school settings.</p></div>","PeriodicalId":100080,"journal":{"name":"Analysis and Intervention in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1985-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/0270-4684(85)90013-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90256291","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: 40

Behavior engagement as a measure of the efficacy of early intervention 行为投入作为早期干预效果的衡量标准

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/S0270-4684(85)80006-9

R.A. McWilliam, Carol M. Trivette, Carl J. Dunst

{"title":"Behavior engagement as a measure of the efficacy of early intervention","authors":"R.A. McWilliam, Carol M. Trivette, Carl J. Dunst","doi":"10.1016/S0270-4684(85)80006-9","DOIUrl":"10.1016/S0270-4684(85)80006-9","url":null,"abstract":"<div><p>This study investigated the usefulness of behavior engagement as an outcome measure for discerning the efficacy of intervention efforts, broadly conceived as specific attempts at affecting child performance through environmental manipulation. Engagement refers to the <em>amount of time</em> children spend interacting with the environment in a developmentally appropriate manner. Levels of engagement were measured using the Planned Activity Check (PLA-Check) among preschool mentally retarded, handicapped, at-risk, and nonhandicapped children participating in two different types of programs. One was traditional in orientation and the other nontraditional. The traditional program focused on the children manifesting discrete forms of criterion behavior, while the nontraditional program emphasized engagement as the focus of classroom efforts. PLA-Checks were taken during four classroom activities on 2 separate days. The results showed the engagement levels differed as a function of program type and classroom activities within programs. Engagement levels were found to be consistently more stable in the nontraditional program. The findings were discussed in terms of the usefulness of engagement as a behavioral measure of the efficacy of early intervention.</p></div>","PeriodicalId":100080,"journal":{"name":"Analysis and Intervention in Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1985-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0270-4684(85)80006-9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86216153","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: 112

Software description form 软件描述表格

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90019-9

引用次数: 0

Micro-reviews Micro-reviews

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90009-6

Raymond G. Romanczyk

引用次数: 0

Software survey section: Editor's note 软件调查部分:编者注

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90017-5

Raymond Romanczyk

引用次数: 0

Behavior modification for developmentally disabled children: The state of art in Italy 发育障碍儿童的行为矫正:意大利的现状

Analysis and Intervention in Developmental Disabilities Pub Date : 1985-01-01 DOI: 10.1016/0270-4684(85)90011-4

Paolo Meazzini, Antonio Nisi

引用次数: 0