The Journal of Early and Intensive Behavioral Intervention最新文献

{"title":"Parent-Child Interaction Therapy and High Functioning Autism: A Conceptual Overview.","authors":"Joshua J. Masse, C. McNeil, S. Wagner, Daniel B. Chorney","doi":"10.1037/H0100402","DOIUrl":"https://doi.org/10.1037/H0100402","url":null,"abstract":"Autism Spectrum Disorders (ASD) are childhood psychiatric conditions characterized by a deficit in social interaction skills, communication abilities, and behavioral patterns marked with repetitive, idiosyncratic behaviors that typically function to serve as self-stimulatory actions. Due to the overlap of behavior seen in more than one diagnosis on the Autism spectrum (e.g., Autistic Disorder & Asperger's Disorder), it is sometimes difficult to differentiate between developmental disorders, particularly when the clinical presentation of problem behavior is more sophisticated and falls on the higher end of the autism spectrum. Although a discussion on how to discriminate diagnostically between developmental disorders goes beyond the scope of this article, it is worth noting that some researchers contend that children with Asperger's Disorder typically develop secondary psychiatric conditions in the form of externalizing behaviors (Polirstok & Houghteling, 2006). Though the literature suggests that a formal diagnosis of a behavioral disorder may be more unique to Asperger Syndrome, the presence of behavioral difficulties (i.e., oppositionality, aggressiveness, limited attention span) in children with ASD is widely cited and recognized. In fact, some research has demonstrated that most children who fall on the autism spectrum present to clinics with problem behavior as the primary focus of treatment (Mandell, Walrath, Manteuffel, Sgro, & Pinto-Martin, 2005). As any child with excessive problem behavior has difficulty entering or staying enrolled in a structured classroom, it is understandable that parents, in order to increase their child's school readiness, oftentimes seek treatment to target these behaviors. As disruptive behavior is typically the primary presenting problem for children with ASD, clinicians oftentimes take a behavioral approach to treatment. Although traditionally used with typically-developing children, one intervention that has demonstrated success in improving parent-child relationships, reducing problem behavior, and increasing child compliance is Parent-Child Interaction Therapy (PCIT: Hembree-Kigin & McNeil, 1995). PCIT is an empirically-based, short-term parent training program for young children ages 2-7 who engage in disruptive problem behavior. Clinically, due to the prevalent behavioral component of developmental disorders, many children with autism spectrum disorders have been referred for PCIT in the last several years. Although the impact of PCIT has not been tested empirically with this population, the increase of referrals has raised the question of whether PCIT may be an effective gateway therapy to enhance children's readiness for more comprehensive treatments that target behavioral concerns specifically associated with autism (e.g., social skills). Clinically, we have seen that PCIT has been a successful first-line treatment in that children become more compliant and less aggressive, thereby increasing their coo","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117101940","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}

{"title":"Modeling Skills, Signs and Lettering for Children with Down Syndrome, Autism and Other Severe Developmental Delays by Video Instruction in Classroom Setting.","authors":"G. Biederman, B. Freedman","doi":"10.1037/H0100403","DOIUrl":"https://doi.org/10.1037/H0100403","url":null,"abstract":"Education is a human right providing opportunities for all students to maximize their personal, social and academic development. The present emphasis on accountability has focused the discourse on educational improvement because of the perceived link between the ability to be globally competitive and the quality of schools. The belief by governments and the public that the current levels of student achievement are not good enough has created a sense of urgency. Operating in this environment, educational leaders face competing policy pressures and agendas including demands for accountability for the education of students with special needs. What types of interventions, in special education can enable personal, social and academic development? What are the effective methodologies? School districts are still in a reactive mode coping with issues of accountability, new educational mandates, funding changes and parental demands. Assistive technology helps students with special needs to learn. Passive video mode ling described in this paper may address this new direction in special education for achievement, accountability and collaboration with parents. Typical instructional strategies for children with severe developmental delays often include interactive modeling techniques with instructors delivering physical and verbal guidance and social responses such as \"Good job!\" or \"Good girl!\" meant as rewards for appropriate student behavior. This response-contingent prompting (Morgan & Salzberg, 1992; Skinner, Adamson, Woodward, Jackson, Atchison, & Mims, 1993) is often used in combination with interactive modeling where the instructor literally leads the student by the hand so that the student sees him/herself modeling the behavior (Robertson & Biederman, 1989). But other modeling techniques use passive modeling strategies (Ezell & Goldstein, 1991; Shelton, Gast, Wolery & Winterling, 1991; Wolery, Ault, Gast, Doyle & Griffen, 1991). In this modeling technique the student merely observes the model's behavior without directly interacting. The basis of social learning theory is that learning can occur through such passive observation of behavior (Bandura, 1971). A teaching intervention found to be effective is the use of video modeling or the use of taped sequences as exemplar of desired behavior (Delprato, 2001; D'Ateno, Mangiapanello & Taylor, 2003). Video modeling when combined with passive modeling can assist in the acquisition of learning. Robertson & Biederman (1989) have reported in a meta-analysis of all previously reported research that the relative efficacy of interactive modeling is not statistically supported. As early as 1991, Biederman, Ryder, Davey and Gibson found that passively trained tasks were performed better than those interactively modeled. Passive observation has been recently applied to task learning in laboratory situations for children with severe delays (Biederman, Stepaniuk, Davey, Raven & Ahn, 1999; Biederman, Fairhall, Raven &","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121705333","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}

{"title":"The Early Impact Program: An Early Intervention and Prevention Program for Children and Families At-Risk of Conduct Problems.","authors":"S. Larmar, T. Gatfield","doi":"10.1037/H0100401","DOIUrl":"https://doi.org/10.1037/H0100401","url":null,"abstract":"The Early Impact (EI) program is an early intervention and prevention program for reducing the incidence of conduct problems in pre-school aged children. The EI intervention framework is ecological in design and includes universal and indicated components. This paper delineates key principles and associated strategies that underpin the EI program. Discussion emphasises the mutual interplay between the universal and indicated components of the intervention design and risk and protective factors associated with pre-school aged children and families at-risk of dysfunctional behavior. This preventative approach is consistent with the literature that emphasises the significance of early intervention and prevention strategies for children with conduct problems that are ecological in breadth and that target risk factors at the home and school level.","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127802073","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}

{"title":"The Role of Different Social Reinforcement Contingencies in Inducing Echoic Tacts through Motor Imitation Responding in Children with Severe Language Delays.","authors":"I. Tsiouri, R. D. Greer","doi":"10.1037/H0100397","DOIUrl":"https://doi.org/10.1037/H0100397","url":null,"abstract":"One of the major challenges that special educators are presented with when working with children with developmental disabilities is teaching vocal communication skills to nonvocal children. About 50% of children with autism do not display functional speech and they require intensive behavioral interventions to acquire an effective communication system (Whetherby & Prizant, 2000; Williams & Greer, 1993). Skinner in his book Verbal Behavior (1957) identified several verbal functions distinguished by the occasions in which they occur and the consequences they produce. The three verbal operants directly or indirectly related to this study are the echoic, the mand and the tact. Echoic verbal behavior is defined as the verbal response under the control of verbal stimuli that generates a sound pattern similar to that of the stimulus (Skinner, 1957). For example, after an adult says \"cat\", a child responds, \"cat.\" The critical characteristic of echoic verbal behavior is the point-to-point correspondence between the verbal stimulus and the response, as well as the temporal relation between the stimulus and the response (later reproduction of overheard speech is not echoic behavior). Another critical characteristic is that the reinforcer for the tact is a generalized reinforcer that is typically social in nature (Greer & Ross, 2008). The mand is a verbal operant that specifies its reinforcer, under the functional control of relevant conditions of deprivation or aversive stimulation. For example, the response \"I want water\" is evoked under conditions of deprivation from water and specifies to the listener that water will be an effective reinforcer. The tact is controlled by a nonverbal discriminative stimulus (an object, event or property of an object or event) and is reinforced by a non-specific generalized conditioned reinforcement, such as attention, praise or repetition of the response (Stafford, Sundberg & Braam, 1988). For example, a child says, \"airplane\" in the presence of an actual airplane. A listener consequates this response saying, \"that's right, it is an airplane.\" Skinner's (1957) theory of verbal behavior gave rise to empirical research that investigated the verbal operants he identified and led to the development of applied instructional tactics and curricula. Whetherby and Prizant (2000) described a shift from highly structured \"discrete trial\" training curricula (Lovaas, 1977) to contemporary applied behavioral analysis approaches, which incorporate the environmental variables that control verbal behavior on a moment-to-moment basis (i.e., deprivation, satiation, aversive stimulation conditions, generalized social reinforcement, stimulus control, history of the organism, natural context in which communication occurs) (Greer & Ross, 2008; Hall & Sundberg, 1987; Hart & Risely, 1974; Partington & Sundberg, 1998). However, one need not wait for naturally occurring conditions to evoke verbal operants, since recent work has shown that the motiv","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125181675","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}

{"title":"Effects of Instruction, Goals, and Reinforcement on Academic Behavior: Assessing Skill versus Reinforcement Deficits.","authors":"C. S. P. Pipkin, Shari M. Winters, James W. Diller","doi":"10.1037/H0100398","DOIUrl":"https://doi.org/10.1037/H0100398","url":null,"abstract":"There are several possible causes when students underperform or otherwise fail to meet academic standards. Gilbert (1978) proposed six variables that may be involved in underperformance: information, instruments, incentives, knowledge, capacity, and motives. Of these domains, information, incentives, knowledge, and motivation may be of particular interest in educational settings. Informational deficits (and deficits in the related knowledge domain) involve individuals not knowing how to perform the skill, not knowing what performance standards are in place, or not receiving feedback about their behavior relative to the expectations. According to Gilbert, failures of incentives involve weak or poorly scheduled reinforcers for performing well or competing reinforcers for poor performance. When students underperform, the question of whether the deficits are due to a lack of instruction or to mismanaged contingencies is important to consider; does the performer know how to do what they are being asked to do? Is there sufficient reinforcement available for performing the expected task? When these questions are answered correctly, an intervention aimed at improving performance may be developed. Several studies have examined assessments and interventions based on differences between skill and performance deficits (e.g., Daly, Martens, Hamler, Dool, & Eckert, 1999; Duhon et al., 2004; Eckert et al., 2000; Lerman, Vorndran, Addison, & Kuhn, 2004; Noell et al., 1998). The efficacy of these interventions has been demonstrated across different populations (including children with autism, developmental disabilities, and typical development), responses (including math and reading at a variety of levels), and settings (including homes, schools, and clinics). Interventions typically involve some combination of instructional strategies, goal setting, performance feedback, and reinforcement, in isolation or combination. For example, Duhon et al. (2004) examined the utility of a brief assessment (similar to the one described by Northup et al., 1991) for predicting performance in extended interventions targeting math and writing skills. Brief assessments were conducted to establish baseline levels of performance. Instructions were provided but no explicit reinforcement contingency was in place. Following the assessment, the experimenters conducted out-of-class sessions to examine effects of goal setting and rewards. Two participants performed more accurately during the goal/reward sessions than during the initial assessment, suggesting a performance deficit, while the other 2 participants showed no change between instructional and goal/reward sessions, suggesting a skill deficit. During the extended intervention component of the study, the experimenters employed an alternating-treatment design (e.g., Barlow & Hersen, 1984) to evaluate the relative effectiveness of performance-or skill-based treatments. The performance-based treatment involved stating a goal and allo","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122807656","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}

{"title":"The Role of the Reflexive Conditioned Motivating Operation (CMO-R) during Discrete Trial Instruction of Children with Autism.","authors":"Vincent J. Carbone, Barry D. Morgenstern, Gina Zecchin-Tirri, L. Kolberg","doi":"10.1037/H0100399","DOIUrl":"https://doi.org/10.1037/H0100399","url":null,"abstract":"Comprehensive intensive treatment based upon the application of behavior analytic principles has proven to be an effective form of intervention for children with autism (Green, 1996). Several comparative studies have demonstrated the superiority of behavior analytic programs over other approaches to autism treatment or differing levels of intensities of services (Birnbrauer & Leach, 1993; Cohen, Amerine-Dickens, & Smith, 2006; Eikseth, Smith, Jahr, & Eldevik, 2002, 2007; Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Lovaas, 1987; Sallows & Graupner, 2005; Remington et al. , in press; Smith, Groen, & Wynne, 2000). This research has provided clear evidence that intensive intervention guided by behavior analytic principles can produce substantial benefits for children with a disorder that was once thought to be resistant to all forms of treatment. There are reports of children with autism entering regular education classrooms, achieving substantial cognitive gains and developing age appropriate social skills after many years of intensive behavioral intervention (Lovaas, 1987). Recently, evidence has been gathered that suggests that school, community, and home applications of intensive behavioral intervention can be equally successful (Eikseth et al. , 2002; Howard et al. , 2005). At least five published manuals (Leaf & McEachin, 1999; Lovaas, 1981, 2003; Maurice, Green, & Foxx, 2001; Maurice, Green, & Luce, 1996) for parents and practitioners are available to provide a summary of the effective teaching methods discovered through controlled studies. These manuals have provided a user-friendly method of disseminating effective behavior analytic methods for teaching children with autism. The result may be greater acceptance and widespread application of behavior analytic methods with children with autism. Much of the research and all of the manualized treatment packages have emphasized the importance of motivating children to respond to teacher directed instructional tasks. Koegel, Carter, and Koegel (1998) and Koegel, Koegel, Shoshan & McNerney (1999) suggested that motivation is pivotal to the teaching of children with autism because its creation is critical to the development of a wide range of skills. Moreover, given the tendency of these children to engage in high rates of escape and avoidance behaviors (Koegel, Koegel, Frea, & Smith, 1995) within instructional demand settings, methods that increase the motivation to respond may be essential to positive long-term outcomes. The ultimate outcome for many children with autism may depend at least partially upon their learning to attend to teacher-directed activities and respond correctly and quickly for reasonable periods of time each day (Drash & Tudor, 1993). This is especially important for children with autism because they frequently fail to learn through exposure to typical social environments (Smith, 2001). As an alternative to mere exposure to everyday experiences, the method of discrete t","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"494 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127026212","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}

{"title":"Retrieval Order Variation in a Deferred Imitation Task: Assessment of Item-Relational Information Processing among Infants.","authors":"R. A. Kressley, M. Knopf, Mariana P. Stefanova","doi":"10.1037/H0100393","DOIUrl":"https://doi.org/10.1037/H0100393","url":null,"abstract":"Item-Specific and Item-Relational Information Processing of Memory Material The interest in imitation for pure and applied research is so great because of its fundamental importance to basic processes in the process of socialization and cognitive development (i.e. language and memory development in particular). In terms of pure research, imitation paradigms provide researchers with an invaluable, nonverbal tool to explore the process of remembering over time or what is referred to as \"declarative memory\" development starting from 6-months of age. With clinical populations imitation serves both a diagnostic and therapeutic function. For example, using an imitation procedure Baer, Petersen, & Sherman. (1967) successfully established a large repertoire of new behaviors among severely to profoundly retarded children ages 9- through 12 years, who had previously displayed no imitative behavior. Subsequent to this the established readiness to imitate was utilized to create initial verbal repertoires in two of the subjects. The study by Baer et al. (1967) demonstrates, on the one hand, that imitation is an extremely effective learning mechanism even for special clinical populations based merely on an appropriate demonstration by a model. On the other hand, the study by Baer et al. (1967) points out nicely that an established predisposition to imitate behaviors can generalize to a new task. Whereas the study by Baer et al. (1967) demonstrates a generalization in the children's readiness to imitate in a new situation, another aspect of generalization with regard to the transfer of learned behaviors acquired through observation of a model to a new context has been of great interest in recent years in part because the flexibility of behavior learned in an imitation paradigm in one context to a new one is one hallmark characteristic of declarative memory (Eichenbaum & Cohen, 2001). Thus, maintenance and generalization of learning is critical to what is cognitively referred to as \"declarative\" memory. Baddeley (1982) distinguished two types of context. Intrinsic context determines the mechanism of how a target item is encoded, so that changing the context during testing requires subjects to recognize something very different from what they originally encoded. An example of intrinsic context might be the sentence in which a target word was presented or the scene in which an image appears. Extrinsic context does not influence how a target item is encoded, but includes aspects of the background such as where the item was learned. Virtually all research with deferred imitation has focused on changes in extrinsic context including changes in testing location, location appearance, or social context (Hanna & Meltzoff, 1993; Learmonth, Lamberth, & Rovee-Collier, 2005; 2006). Only recently has there been research involving a manipulation of intrinsic context with a deferred imitation task, namely the alteration of retrieval order in order to study the specificity of in","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126666968","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}

{"title":"Social Skills Interventions for Preschoolers with Autism Spectrum Disorder: A Description of Single-Subject Design Studies.","authors":"J. Gillis, Robert C. Butler","doi":"10.1037/H0100390","DOIUrl":"https://doi.org/10.1037/H0100390","url":null,"abstract":"The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders, including, Autistic Disorder, Asperger's Disorder, or Pervasive Developmental Disorder Not Otherwise Specified, in the Diagnostic Statistical Manual-IV, Text Revision (DSM-IV TR; American Psychiatric Association, 2000). An individual with ASD exhibits deficits in core areas including social development and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors. Across the ASD spectrum, the expression of these deficits ranges from mild to severe. Social Skills Deficits in ASD The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss, 2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or delay in social awareness, social competence, and social development. We define social skills as behaviors each person learns to facilitate awareness of his/her social environment and social contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other behaviors that are developmentally appropriate. Social skills deficits are common to all individuals with an ASD, are pervasive, and typically manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as: 1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures to regulate social interaction), 2) failure to develop peer relationships appropriate to the child's developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to show, bring, or point out objects of interest), and 4) lack of social or emotional reciprocity (e.g., unable to or does not respond to emotions or social interactions from others). ASD is a heterogeneous disorder, meaning that one individual with ASD will have differing areas of social impairment with differing levels of severity from another individual with ASD. Additional examples of social impairment observed in children with ASD include difficulties initiating social interactions, responding to the social initiations of others, initiating or responding to joint attention, and recognizing emotions in self. Areas of social impairment frequently observed in preschool age children with ASD include social play, dramatic play, friendship-seeking behavior, and cooperative play. Poor motivation to learn social behaviors or to engage in social activities is also commonly observed in children with ASD. These comprise only a fraction of social skills observed in individuals with ASD. The extant literature suggests that early social impairments greatly impact future relationships, employment, independent living, and other mental health issues (e.g., anxiety, depression) (Bellini, 2004; Strain & Scwartz, 2001; Tantam, 2000). Thus, there should be an emphasis for intervention to occur early and to focus on the developmen","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123881332","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}

{"title":"Empirical Support for Object Constancy in 3-Month-Old Infants Using a Memory Reactivation Task.","authors":"P. Gerhardstein, James Tse, K. S. Kraebel","doi":"10.1037/H0100391","DOIUrl":"https://doi.org/10.1037/H0100391","url":null,"abstract":"Object recognition refers to the ability to have stable object representations despite ongoing changes in view, angle, size, retinal images, etc as the observer moves throughout the environment (Gibson, 1979). The development of object recognition in infants is a topic of strong interest to perceptual researchers as well as clinically oriented researchers and clinical practitioners because it demonstrates the presence of functional lower-level perceptual capabilities as well as higher-level memory constructs. Most of what is known about infant remembering and perception has been learned through the use of behavioral techniques (Gerhardstein, Kraebel, & Tse, 2006; Rovee-Collier, & Cuevas, 2006). In studying the presence of functions underlying object recognition, researchers used such techniques, for example, to show that infants can discriminate between items as simple as a horizontal as compared to an oblique line at approximately 6-8 weeks of age (Atkinson & Braddick, 1992; Atkinson, Hood, Wattam-Bell, Anker, & Tickleback, 1988; Bornstein, Krinsky, & Benasich, 1986), and have shown that infants possess a rudimentary capacity for depth perception from motion cues at about the same age (Yonas et al., 1977). Slightly older infants have been found to be capable of discriminating between two different projections of a shape around three months of age (Caron, Caron, & Carlson, 1979; Slater & Morison, 1985). Caron, Caron, and Carlson (1979), for example, found that three-month-old infants, following familiarization with a simple shape (a rectangle, shown in 3D as, essentially, a piece of paper) demonstrated an ability to generalize to a novel projection of the shape, generated by rotating the rectangle in depth about the x-axis, so as to tilt the top of the rectangle backward and the bottom forward at a novel angle. Infants also discriminated the familiar shape from a novel shape (a trapezoid), which was (in its retinal projection) matched to a view used during familiarization of the original object. The findings of Caron et al. (1979) demonstrated the presence of shape constancy, an important component of stable object recognition. That is, infants at this age demonstrated an ability to discriminate between two flat shapes based on their distal, or \"objective\" properties, as Caron et al. labeled them, and not on the basis of their retinal projections, which overlapped (in some cases completely). Note that the 2D projection of a rectangle face tilted in depth is effectively a trapezoid, thus creating ambiguity at the retinal level. Yet, the three-month-olds were still able to discriminate the tilted rectangle from a veridical trapezoid. The ability to base perception on distal object properties is likely to be crucial to the operation of a successful visual system; if each new retinal projection elicits a novel reaction, then a single simple object, as it rotates in any dimension, will result in a large number of novel views. The ability to base perce","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134206292","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}

{"title":"Preventing Severe Problem Behavior in Young Children: The Behavior Education Program.","authors":"Leanne S. Hawken, S. Johnston","doi":"10.1037/H0100394","DOIUrl":"https://doi.org/10.1037/H0100394","url":null,"abstract":"Doss and Reichle (1991) define challenging behavior as \"behavior by a learner that results in self-injury or injury of others, causes damage to the physical environment, interferes with the acquisition of new skills, and/or socially isolates the learner\" (p. 215). Challenging behaviors may take many forms. Behaviors that are self injurious may include scratching, biting, head banging, punching, face slapping, pinching, eye gouging, ear pulling, hand mouthing, arm biting, and self choking (Carr, 1977; Horner & Day, 1991, Iwata, Dorsey, Slifer, Bauman, & Richman, 1982; Taylor & Carr, 1992). Aggressive behaviors may involve hitting, scratching, kicking, biting, pinching others, and knocking over objects (Carr & Durand, 1985a; Carr & Durand, 1985b; Horner & Day, 1991; Horner, Sprague, O'Brien, and Heathfield, 1990; Taylor & Carr, 1992). Behaviors that involve tantrums may include persistent crying, loud vocalizations, screaming, and whining (Carr & Durand, 1985a; Carr & Newsom, 1985; Durand & Carr, 1987; Taylor & Carr, 1992). Finally, the form of some challenging behaviors may entail more unique or stereotypical mannerisms such as body rocking, hand flapping, mouthing, and body posturing (Carr & Durand, 1985a; Carr & Newsom, 1985; Durand & Carr, 1987; Taylor & Carr, 1992). Oftentimes, the immediate influence of a challenging behavior on a child and/or his environment (e.g., self-injury or injury of others, damage to the physical environment, interference with the acquisition of new skills, social isolation of the learner) is significant enough to warrant intervention. The importance of intervention is further accentuated by research examining the potential long term influence of challenging behaviors. Research has demonstrated that challenging behaviors create a barrier to community placement (Hill, Lakin, & Bruininks, 1984; Pagel & Whitling, 1978) and are a major cause of admission as well as readmission to state institutions (Nihara & Nihara, 1975; Pagel & Whitling, 1978). Furthermore, individuals who engage in challenging behaviors are at increased risk for rejection by teachers and peers (Walker, Ramsey & Gresham, 2003). Increased awareness and understanding of the potential immediate and long- term influence of challenging behaviors on a child and/or his environment has resulted in an interest in developing interventions to address challenging behaviors during the early childhood years. Reichle et al (1996) note that this interest has met with some resistance given that many individuals who serve preschool aged children who engage in challenging behaviors report a belief that these children will \"grow out of the challenging behaviors. However, this belief is not supported by analyses suggesting that challenging behaviors engaged in by preschoolers are not outgrown and many preschool aged children who engage in challenging behaviors will continue to engage in problem behaviors in elementary school (Campbell, 1998). For children who engage in the ","PeriodicalId":236920,"journal":{"name":"The Journal of Early and Intensive Behavioral Intervention","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123177877","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}