Buscador de artigos científicos
Pesquise registros catalogados.
As equivalências entre idiomas na busca são geradas automaticamente e podem conter erros. Para resultados mais precisos, pesquise também o termo diretamente no idioma desejado.
Effectiveness of video modeling in teaching earthquake and postearthquake evacuation safety skills for children with autism
Ano: 2024
Abstract The purpose of the present study was to investigate the effectiveness of video modeling to teach safety skills during earthquakes and postearthquake evacuation to children with autism. Three male children with autism, aged 9–10 years, participated in the study. The results indicate that video modeling was effective at promoting the acquisition of “drop, cover, and hold on” and evacuation skills for all three students. Furthermore, the skills generalized to a new setting for all three participants and maintained up to 4 weeks after video modeling for the two participants for whom maintenance was evaluated. Social‐validity data were also collected from participants, their parents, and a teacher, and the findings were positive overall. Implications for instruction and future research are discussed based on the results of the study.
Effects of instructed visual imagining on emergent conditional discriminations
Ano: 2024
Abstract Visual imagining has been proposed to play a role in the emergence of derived stimulus relations. We examined whether test‐relevant visual imagining during baseline training would, accordingly, facilitate emergent visual–visual conditional discriminations at test. Adult participants ( n = 75) were randomly assigned to three groups. Baseline tact training established conditional discriminations among sets of image samples and textual comparisons (AC/BD), and baseline intraverbal training established conditional discriminations among pairs of textual stimuli (CD). Two groups received tact before intraverbal training, and one group received the reverse sequence. During intraverbal training, one of the former groups was instructed to visualize the images that went with the textual stimuli. These instructions did not affect participants' retrospective self‐reports of test‐relevant visual imagining during training. Nevertheless, they produced a large effect on correct responding in an image‐matching test (AB/BA) that followed intraverbal training. This effect was independent of baseline retention.
Enhancing word signing in hearing students with reading disorders using computer‐based learning trials
Ano: 2024
Abstract Multiple‐baseline‐across‐word‐sets designs were used to determine whether a computer‐based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology‐based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed.
Evaluating an Excel‐based tool for interpreting functional analyses: A functional analysis decision support system
Ano: 2024
Abstract When applied to functional analysis results, structured visual inspection criteria have resulted in improvements in the levels of agreement between raters as well as earlier identification of the function of challenging behavior. However, multistep criteria can be difficult to apply in real time, which could be a barrier to widespread adoption in practice. This study evaluated a Microsoft‐Excel‐based functional analysis decision support system (FADSS), which could aid behavior analysts with interpreting functional analysis results. Final overall agreement between the FADSS and post hoc visual inspection was high at 95%. Final overall agreement between the post hoc results generated by FADSS and ongoing results generated by FADSS was acceptable at 81%, representing a 50% increase in efficiency. These results indicate that FADSS could aid behavior analysts when interpreting functional analysis results in real time.
Evaluating functions of praise for children diagnosed with autism spectrum disorder
Ano: 2024
Abstract We assessed whether novel praise statements could be used to (a) maintain and increase responses with existing reinforcement histories and (b) teach a previously untaught response among children diagnosed with autism spectrum disorder across two experiments. During response–stimulus pairing, two responses resulted in preferred edibles but only one also produced a praise statement. In the absence of edibles, the response continuing to produce praise tended to persist more. Next, reversing the praise contingency tended to increase the other response. However, in no case did contingent delivery of those same praise statements result in the acquisition of untaught responses. These findings suggest that conditioning praise statements could serve different functions (antecedent or consequence) depending on the reinforcement history for particular responses.
Evaluating the efficacy and generality of a skill‐based approach for promoting universal behavioral readiness
Ano: 2024
Abstract Behavioral readiness can take the form of communication and self‐control skills during challenging situations that are correlated with the development of problem behavior. A skill‐based approach can teach behavioral readiness using procedures that involve synthesized reinforcement, probabilistic reinforcement, and contingency‐based delays; however, this approach is commonly used to address severe behavior under specific situations. There is limited research evaluating a skill‐based approach to teaching behavioral readiness and addressing emerging problem behavior. Also, it is unclear whether teaching effects under specific situations transfer across other, functionally distinct, situations. We evaluated the generality of a skill‐based approach by teaching skills systematically across primary challenging situations involving the interruption of play, presentation of instructions, and removal of reinforcers. Teaching increased communication and self‐control skills, and most skills transferred to secondary challenging situations (treatment extension probes) and caregiver‐implemented sessions. We discuss challenging situations that required teaching, the generality of teaching, and procedural considerations.
Evaluating the use of preparation guides in interteaching versus a quiz alternative
Ano: 2024
Abstract Interteaching is a behavioral teaching method that has demonstrated efficacy in higher education. Of particular interest is the use of a preparation guide (a guided reading assignment), which is designed to promote engagement in the other areas of the interteaching process. The present study compared the use of a preparation guide completed before the start of class with that of a quiz administered at the start of the class. The quiz was hypothesized to serve as a functional alternative to the preparation guide. A total of 38 undergraduate students enrolled in an Introduction to Psychology course participated in this study. The primary dependent measure was student performance on tests following each condition. The analysis revealed no statistically significant difference between the conditions, F (1, 302) = 0.103, p = .748, though qualitative feedback revealed student preference for preparation guides. Future research is necessary to examine the effects of quizzing while addressing the limitations of this study.
Evaluation of a discrimination training procedure for establishing praise as a reinforcer
Ano: 2024
Abstract We evaluated the effects of a discrimination training procedure for establishing praise as a reinforcer for three children with autism spectrum disorder. After establishing two praise words as discriminative stimuli and two nonsense words as S‐deltas, we evaluated whether the stimuli then functioned as reinforcers by presenting each stimulus as a consequence for a new response. The results demonstrated that previously neutral praise words functioned as reinforcers and nonsense words did not. As in previous studies on establishing reinforcers, the effects were transitory, and praise words did not continue to function as reinforcers after repeated exposure without discrimination training. Recommendations are provided for future research and maintaining reinforcement effects.
Evaluation of a latency‐based competing stimulus assessment
Ano: 2024
Abstract A competing stimulus assessment is used to identify stimuli that are associated with a low level of challenging behavior and a high level of engagement. These stimuli are often used as a treatment component for challenging behavior that is maintained by automatic reinforcement. One limitation of implementing competing stimulus assessments is that they may be time consuming. The purpose of the current study was to evaluate the efficacy and efficiency of a latency‐based competing stimulus assessment. During the asssessment, a therapist presented potential competing stimuli to the participants and contingent on the first occurrence of challenging behavior, the trial was terminated. The results of a brief treatment evaluation indicated that stimuli that were associated with the longest latency to challenging behavior were more effective in competing with challenging behavior relative to stimuli that were associated with shorter latencies. However, procedural modifications were necessary for one participant. The use of latency‐based measures improved the efficiency of conducting a competing stimulus assessment.
Evaluation of a training package to teach pairing procedures
Ano: 2024
Abstract Pairing is a commonly recommended practice used to build rapport and create positive therapeutic environments. However, there are limited evaluations of training procedures to teach pairing skills to direct‐care staff. The purpose of the present study was to formalize and improve the efficiency of the training process for the initial stages of pairing using video modeling with embedded voice‐over instructions plus performance feedback. Participants included three dyads of behavior technicians and children with autism. The results indicated that the training package increased the consistency of pairing implementation. These outcomes were maintained in a novel setting and for up to 4 weeks following training. We also measured relevant child behaviors such as joint attention, engagement, indices of happiness, and calm. Specific areas for future research are described.