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An experimental analysis of opportunity and communication response form in a child with autism and hearing impairments.Dempsey, Donna Jean 12 1900 (has links)
An alternating treatment design was used to systematically evaluate the communication response forms, picture exchange communication system (PECS) or sign language, selection for a child with pervasive developmental disorder-not otherwise specified, profound hearing loss, and cochlear implants. The child had a limited pool of high preference items and very few functional skills. Key factors for this child included a structured environment that created a verbal community and contingent access to high preference items. No preference in communication response form was observed. The child successfully used four response forms to communicate: gestures, PECS, sign language, and vocalization. The results are discussed in terms of decision making factors in the selection of response forms.
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Effects of Picture Exchange Training on Communication TopographiesHaray, Aimee H. 05 1900 (has links)
The Picture Exchange Communication System (PECS) has been used with children with autism and other developmental disabilities as an alternative to vocal communication. Some researchers have reported rapid acquisition of picture-exchange requesting as well as increased vocal speech and increased spontaneous social interactions following PECS training. Earlier research has found that although 3 children with autism learned to exchange pictures for preferred items during PECS training, requesting topographies did not change and vocal speech did not increase after PECS training. The present study evaluated the effects of PECS training on requesting topographies, especially vocal speech, with 3 participants with autism and mental retardation. Only one participant maintained picture-exchange requesting, and none of the participants showed an increase in vocal speech during probe sessions conducted after each PECS training phase.
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Teaching strategies for foster care students with behavior problemsConsole, Nikki Ann 01 January 2004 (has links)
The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.
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Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral InterventionHorsch, Rachel M. 08 1900 (has links)
Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded video models on direct-care staff’s implementation of DTI and an NDBI. All participants’ DTI teaching fidelity increased during role-plays with an adult and with a child with autism and all participants increased teaching fidelity across untrained instructional programs. In addition, moderate improvement was demonstrated following NDBI training on the use of correct prompts, environmental arrangements, and response interaction. Together, these results indicate that therapists are able to acquire a large number of skills using two teaching techniques, DTI and NDBI, following brief computer-based training.
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Comparing Response Frequency and Response Effort in Reinforcer Assessments with Children with AutismLitvin, Melanie A. 05 1900 (has links)
Reinforcer assessments have largely relied on the use of progressive ratio (PR) schedules to identify stimuli that function as reinforcers. PR schedules evaluate the reinforcing efficacy of a stimulus by measuring the number of responses produced in order to access a stimulus as the number of required responses increases. The current evaluation extends the literature on reinforcer assessments by measuring responding under a progressive force (PF) schedule, in addition to progressive ratio requirements. We compared responding under PR and PF schedules with two children with autism using a multielement design embedded within a reversal experimental design. Results were mixed and implications for further development of reinforcer assessment methods (particularly PF schedules) are discussed.
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Play therapy interventions and their effectiveness in a school-based counseling programCardenas, Nancy 01 January 2005 (has links)
The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.
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A socio-educational analysis of multi-disciplinary programmes for learners with emotional barriers to learning : towards a model for prevention, intervention and supportScott, Mornay 28 February 2005 (has links)
Educational Studies / (M.Tech. (Inclusive Education))
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Addressing negative classroom behaviour in selected schools in Francistown, BotswanaJacobsz, Felicity-Anne 12 1900 (has links)
This study was undertaken in order to investigate negative classroom behaviour in schools
in Botswana. Recommendations based on the findings of the study were made to the
participating schools and interested stakeholders.
A qualitative approach was adopted to investigate the research questions in four schools
selected for the study. The data collection methods used were observation, document
analysis, participant interviews and focus group interviews. Participant and research site
confidentiality was ensured and all interviews were transcribed and organised in such a way
that the key points pertinent to the study were highlighted. This study provided valuable
information for future studies investigating disruptive classroom behaviour and intervention
methods. / Educational Foundations / M. Ed. (Socio-Education)
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Efeitos de um Treino de Comunicação Funcional sobre comportamentos disruptivos com função de esquiva da tarefa em crianças com TEAMichel, Renata Cristina 10 May 2018 (has links)
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Previous issue date: 2018-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Results from previous studies indicated that there was a reduction in the percentage of
intervals with occurrence of disruptive behaviors after children with ASD were taught a
verbal response relevant to the situation that evoked such behaviors; and there was an
increase in the percentage of intervals with occurrence of relevant verbal responses
(control). In the present study, we sought to verify the effect, on disruptive behaviors, on
the emission of verbal responses and non-verbal responses, from a Functional
Communication Training (FCT), plus a procedure to avoid escape of important activities
by participants; it was also sought to verify if there was a generalization of the verbal
response before a naive experimenter. Participants were three children between three and
six years old, diagnosed with autism, who attended to school for at least one year, had
verbal behavior below that expected for the age, and disruptive behaviors maintained by
negative reinforcement (task escape). A functional analysis was performed composed of
three experimental conditions: Demand; Attention; and Control. The results of the
functional analysis showed that there was a considerably greater number of disruptive
responses emitted by the three participants in the demand condition. In the Functional
Communication Training (FCT) phase, each participant was taught to request a pause to
perform tasks through verbal command responses. Initially, the participant was instructed
to issue the verbal response, immediately after the presentation of the task, and gradually
increased the time between the issuance of the experimenter's instruction ("Do ...") and
the tip for verbal response by participant, until the verbal response was issued without
any prompt. The results showed that the three participants presented a decrease in the
emission of disruptive responses after the acquisition of the verbal response to request a
pause to perform tasks. Then, in the Fading out phase for the task execution response and
a gradual decrease of the prompt was implemented, from highest to lowest: DF - total
physical hint, DL - light physical tip, DG - gestural tip and I - independent response. The
results indicated that the three participants acquired the response for the task execution,
reducing the emission of verbal pause requests for execution and maintaining a low
number of disruptive responses. In the generalization test of the verbal response (mand)
and the non-verbal response (do the task) to a naive experimenter, it was verified that for
all the participants there was generalization of the verbal response and generalization of
the nonverbal response / Resultados de estudos anteriores apontaram que houve redução da porcentagem dos
intervalos com ocorrência de comportamentos disruptivos após crianças com TEA serem
ensinadas a emitir resposta verbal relevante à situação que evocava tais comportamentos;
e houve aumento da porcentagem dos intervalos com ocorrência de respostas verbais
relevantes (mando). No presente estudo, buscou-se verificar o efeito, sobre
comportamentos disruptivos, sobre a emissão de respostas verbais e de respostas não
verbais, de um Treino de Comunicação Funcional (FCT), acrescido de um procedimento
para evitar a esquiva de atividades importantes pelos participantes; buscou-se, também,
verificar se ocorria generalização da emissão da resposta verbal diante de
experimentadora ingênua. Foram participantes três crianças, entre três e seis anos de
idade, diagnosticadas com autismo, que frequentavam escola há pelo menos um ano,
apresentavam comportamento verbal abaixo do esperado para a idade e comportamentos
disruptivos mantidos por reforçamento negativo (fuga da tarefa). Foi conduzida análise
funcional composta de três condições experimentais: Condição de demanda; Condição de
atenção; e Condição controle. Os resultados da análise funcional mostraram que houve
um número consideravelmente maior de respostas disruptivas emitidos pelos três
participantes na condição de demanda. Na fase do Treino de Comunicação Funcional
(FCT), cada participante foi ensinado a solicitar pausa da execução de tarefas através de
respostas verbais de mando. Inicialmente, era dada dica ao participante para emissão da
resposta verbal, imediatamente após a apresentação da tarefa, e aumentava-se
gradativamente o tempo entre a emissão da instrução da experimentadora (“Faça...”) e a
dica para a resposta verbal pelo participante, até que a resposta verbal fosse emitida sem
nenhuma dica. Os resultados mostraram que os três participantes apresentaram
diminuição na emissão de respostas disruptivas após a aquisição da resposta verbal para
solicitação de pausa para a execução de tarefas. Em seguida, na fase de Dica para a
resposta de execução da tarefa e diminuição gradativa da dica (Fading-out), foi
implementado um procedimento de alteração do nível de dica, da maior para a menor:
DF - dica física total, DL – dica física leve, DG – dica gestual e I – resposta independente.
Os resultados apontaram que os três participantes adquiriram a resposta de execução das
tarefas, reduzindo a emissão de respostas verbais de solicitação de pausa para a sua
execução e mantendo baixo número de emissão de respostas disruptivas. No teste de
generalização da emissão de resposta verbal (mando) e do tempo de permanência na
tarefa diante de uma experimentadora ingênua, verificou-se que, para todos os
participantes, houve generalização da resposta verbal e generalização da resposta não
verbal
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A socio-educational analysis of multi-disciplinary programmes for learners with emotional barriers to learning : towards a model for prevention, intervention and supportScott, Mornay 28 February 2005 (has links)
Educational Studies / (M.Tech. (Inclusive Education))
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