Behavioral development bulletin最新文献_第5页

Infants at Risk of Autism and Developmental Disorders: Establishing Early Social Skills 有自闭症和发育障碍风险的婴儿:建立早期社交技能

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000046

Hayley Neimy, M. Pelaez, Jacqueline N. Carrow, Katerina D. Monlux, J. Tarbox

引用次数: 28

Experiences That Establish Preschoolers’ Interest in Speaking and Listening to Others 培养学龄前儿童说话和倾听他人兴趣的经验

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000026

Jeannine Schmelzkopf, R. D. Greer, Jessica Singer-Dudek, Lin Du

{"title":"Experiences That Establish Preschoolers’ Interest in Speaking and Listening to Others","authors":"Jeannine Schmelzkopf, R. D. Greer, Jessica Singer-Dudek, Lin Du","doi":"10.1037/bdb0000026","DOIUrl":"https://doi.org/10.1037/bdb0000026","url":null,"abstract":"We conducted 2 experiments on the effects of establishing conditioned reinforcement for adult attention on the initiation and continuation of vocal verbal operants with adults by 3- and 4-year-olds. Designs for both experiments consisted of pre- and postintervention functional analyses of attention as a reinforcer for learning (multiple baseline) and maintenance (reversal), as well as the target participants’ initiations of verbal behavior. In the first experiment we tested whether intensive tact instruction established adult attention as a reinforcer for the tasks and whether it affected the initiation of verbal operants. Experiment 2 procedures were the same as Experiment 1 with 3 similar children, but the intervention was an observational procedure that established attention as a reinforcer. In both experiments, the children’s initiation and continuation of social verbal episodes increased following the interventions because each intervention established adult social attention as a reinforcer. The findings suggest that the establishment of adult social attention as a reinforcer under social learning conditions is key to increases in children’s interest (i.e., reinforcement value) in speaking to and listening to others.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43523441","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: 24

Prevalence of Obesity and Autism Spectrum Disorder 肥胖和自闭症谱系障碍的患病率

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000054

Harry M. Voulgarakis, D. Bendell-Estroff, T. Field

引用次数: 6

Beyond Sight Words: Reading Programs for People With Intellectual Disabilities 视觉之外的单词：智障人士阅读计划

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000062

Teryn P. Bruni, Michael D. Hixson

引用次数: 5

Evaluation of Caregiver Training via Telecommunication for Rural Icelandic Children With Autism 冰岛农村自闭症儿童护理人员电信培训评价

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000040

Kristín Guðmundsdóttir, Zuilma Gabriela Sigurðardóttir, Shahla Ala’i-Rosales

引用次数: 23

The Effects of Conditioning Three-Dimensional Stimuli on Identity Matching and Imitative Responses in Young Children With Autism Spectrum Disorder 条件反射三维刺激对自闭症谱系障碍儿童身份匹配和模仿反应的影响

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000025

JeanneMarie Speckman, J. Longano, Noor Syed

引用次数: 5

Measuring Developmental Outcomes in Autism Spectrum Disorder (ASD) 测量自闭症谱系障碍（ASD）的发展结果

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000065

M. Commons, Dristi Adhikari, Sagun Giri, Michael Weinberg, Jeffery John Baran, Eman Malik

引用次数: 4

A Comparison of Two Procedures to Condition Social Stimuli to Function as Reinforcers for Children With Autism 两种调节社会刺激以增强自闭症儿童功能的程序的比较

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000059

Paloma Rodriguez, Anibal Gutierrez

{"title":"A Comparison of Two Procedures to Condition Social Stimuli to Function as Reinforcers for Children With Autism","authors":"Paloma Rodriguez, Anibal Gutierrez","doi":"10.1037/bdb0000059","DOIUrl":"https://doi.org/10.1037/bdb0000059","url":null,"abstract":"An interesting and growing body of literature supports the notion that symptoms in autism may be related to a general reduction in social motivation (Chevallier, Kohls, Troiani, Brodkin, & Schultz, 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and that including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral social stimuli such as arbitrary facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and nonreinforcing praise (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012). The current study aimed to compare operant and respondent procedures in their effectiveness to condition previously neutral social stimuli to function as reinforcers. Using a multiple-baseline, multielement design, 1 social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (discriminative stimulus procedure).","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586436","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: 15

The Effects of Precision Teaching With Textual or Tact Relations on Intraverbal Relations 语篇关系与机智关系的精准教学对语内关系的影响

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000056

Traci M. Cihon, Rachael White, Valerie L. V. Zimmerman, J. Gesick, S. Stordahl, John W. Eshleman

{"title":"The Effects of Precision Teaching With Textual or Tact Relations on Intraverbal Relations","authors":"Traci M. Cihon, Rachael White, Valerie L. V. Zimmerman, J. Gesick, S. Stordahl, John W. Eshleman","doi":"10.1037/bdb0000056","DOIUrl":"https://doi.org/10.1037/bdb0000056","url":null,"abstract":"The role of Precision Teaching (PT) in establishing intraverbal relations was explored in 2 ways. In the first study, the experimenters explored the role of PT in controlling for baseline levels of textual repertoires prior to transferring stimulus control from the text to the question. Experimenters assessed the impact of pretransfer fluency-based instruction on textual relations on the efficiency of transfer of stimulus control, maintenance, and generalization of intraverbal relations. Extending Emmick, Cihon, and Eshleman (2010), who also compared the effectiveness of 2 textual prompting procedures (with and without fluency-based instruction) on the acquisition of intraverbal relations, the current study incorporated time-delay (rather than stimulus fading) for transfer of stimulus control and used questions that shared similar stimulus features. Results indicate that textual prompts and transfer of stimulus control were effective in establishing intraverbal responses regardless of the inclusion of fluency-based instruction. In the second study, the experimenters explored component-composite relations between tacts and intraverbals. Specifically, the experimenters examined the effects of teaching thematically related tact responses to fluent levels on the emergence of thematically related intraverbal relations (e.g., what are some animals) using a multiple baseline across thematic clusters design. The results indicate that once a fluent level of responding for the target tact relations was achieved (evaluated through endurance and stability checks with later checks for retention), the participant was able to engage in the intraverbal relations without additional training. These data extend the research pertaining to developing intraverbal relations, fluency-based instruction and Precision Teaching, component-composite relations, and recombinative repertoires.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42449728","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: 16

Effects of Video Prompting Without Voice-Over Narration Among Students With Autism Spectrum Disorder 无画外音的视频提示对自闭症谱系障碍学生的影响

Behavioral development bulletin Pub Date : 2017-04-01 DOI: 10.1037/bdb0000058

Kyle D. Bennett, Christina Crocco, T. O. Loughrey, Logan S. McDowell

引用次数: 7