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open access

Assessment and Treatment of Object Mouthing in the Classroom

Description: The object mouthing of a developmentally delayed 8-year-old girl was assessed and treated in a classroom setting. Two pretreatment assessments were conducted: A functional analysis indicated that object mouthing occurred across test conditions and persisted in the absence of social contingencies, and assessment of stimulus preference identified reinforcers to be used during treatments. Based on assessment outcomes, two treatments were implemented. Noncontingent sensory reinforcement was impleme… more
Date: August 1997
Creator: Naftolin, Stacie (Stacie A.)
Partner: UNT Libraries
open access

A Comparison of Points Versus Sounds as Reinforces in Human Operant Research

Description: Research shows that human operant behavior typically differs from non-human operant behavior on schedules of reinforcement. These differences in performance may be related to differences between the experimental preparations used to study human and non-human operant behavior. One such difference is the type of reinforcer used. This experiment analyzed the differential effects of points alone, points backed up by money, and sounds on schedule performance of human subjects. Results show that soun… more
Date: August 1999
Creator: Rouse, Susan L.
Partner: UNT Libraries
open access

Control over Therapist Interactions as a Reinforcer for a Child with Autism

Description: This study evaluated whether therapist terminations of social interactions would decrease social terminations and increase social initiations during play activities with a child with autism. The assessment took place in two conditions. The first condition, instructed involved social interactions with instructions delivered, and the second, uninstructed, involved social interactions without instructions delivered. These conditions were analyzed with a multiple baseline across-conditions design. … more
Date: August 1999
Creator: Edwards, William Harrison
Partner: UNT Libraries
open access

Effects of a Remote-Controlled Tactile Prompt on the Initiation Skills of a Child with Autism

Description: A 4-year old child with autism was taught to make a social initiation statement following a remote-controlled tactile prompt (RCT). The RCT prompt was taught by using a time-delay procedure with written script cards containing initiation statements. Training trials occurred in 6 different play locations in the child's room. Restricted Trial training consisted of allowing the child to play independently, activating the RCT prompt and playing with the child based on any initiation until a warning… more
Date: August 1999
Creator: Bingham-Watts, Kera L.
Partner: UNT Libraries
open access

The Effects of Forms, Reports, and Consequences on Homework Completion

Description: The purpose of this study was to analyze the effects of (1) training the accurate completion of an assignment form, (2) providing feedback on accurate reporting of homework completion, and (3) consequences for completion or non-completion of homework. All students exhibited highly accurate recording of information on assignment forms and reports of what homework had been completed or not completed. Delivering consequences for completion or non-completion of assignments had a modest effect on ho… more
Date: August 1998
Creator: Piland, Jill A. (Jill Anjanette)
Partner: UNT Libraries
open access

The Effects of Modeling, Roleplaying and Feedback on the Performance of Teachers of Children with Autism

Description: Teachers providing treatment to children with autism are responsible for implementing numerous procedures. Teacher training has not been addressed extensively in the literature. This study employed a multiple baseline design to evaluate the effects of a training package incorporating modeling, roleplaying and feedback on teacher performance. Results indicated that the teacher implemented correct teaching episodes following training. Changes in teacher performance were only observed when the tra… more
Date: August 1999
Creator: Edwards, Carla Ward
Partner: UNT Libraries
open access

Knowledge-of-Correct-Response vs. Copying-of-Correct-Response: a Study of Discrimination Learning

Description: Copying prompts with subsequent unprompted practice produced better learning of simple discriminations than feedback only of a correct response without subsequent practice. The Copy condition promoted faster acquisition of accurate performance for all subjects, and shorter response latencies and durations for 3 of 4 subjects. The data support the findings of Barbetta, Heron, and Heward, 1993 as well as Drevno, Kimball, Possi, Heward, Garner III, and Barbetta, 1994. The author proposes that resp… more
Date: August 1996
Creator: Geller, David, 1952-
Partner: UNT Libraries
open access

Programming Common Stimuli to Promote Generalized Question-Asking in a Child with Autism

Description: A 5-year-old child with autism was taught to: (a) ask "What is that?" in the presence of unknown objects and (b) name the objects he did know. Generalization in the presence of the experimenter was probed across four new tasks. The child's performance generalized to the first 3 tasks without additional training. The fourth task required programming of common stimuli before generalization occurred.
Date: August 1997
Creator: Hagen, Prudence (Prudence Bennett)
Partner: UNT Libraries
open access

Second-Order Conditional Control of Members of an Equivalence Class

Description: The conditional control of equivalence has received much attention in the analysis of verbal behavior. While previous research identified conditional control of relational responding and conditional control of equivalence class formation, this study investigated the possibility of conditional control of members of an equivalence class. Following baseline conditional discrimination training and equivalence testing, subjects were taught to select a particular member in the presence of a Green bac… more
Date: August 1997
Creator: Cammilleri, Anthony Peter
Partner: UNT Libraries
open access

The Use of an Applied Task as a Test of Stimulus Equivalence

Description: Four college student subjects were trained to match graphic figures (A stimuli) to other figures (B stimuli), and then to match the B figures to numerals (C stimuli). Then in a test of application subjects answered simple math problems, presented as novel sample stimuli, by selecting one of the A figures, presented as comparisons. The application test was an analog for the academic task of answering math problems with newly learned Spanish number names. Three subjects performed accurately in th… more
Date: August 1997
Creator: Luby, John M. (John Martin)
Partner: UNT Libraries
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