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This study investigated the relationship between parent implemented interventions for Autism and ratings of maladaptive behavior over a 6 month period of time. Participants were children between the ages of two and six years diagnosed with Autism and their primary care providers. Repeated measures ANOVAs and visual analysis of graphically represented mean scores were used to examine the differences between the parent reported ratings of maladaptive behaviors across two treatment groups consisting of an ABA/Verbal Behavior (ABA/VB) intervention model, a Relationship Development Intervention (RDI) model, and a control or treatment as usual (TAU) group across a 6 month enrollment period. Results indicated a lack of statistically significant findings however substantial effect sizes and changes in mean scoring indicating meaningful differences across groups and over assessment periods was found. Overall, treatment groups were found to have greater reductions in maladaptive behaviors versus the treatment as usual group. Implications, limitations, and directions for future research are discussed. / School Psychology

This ethnographic study explores the nature of the conversations between two colleagues, a more experienced and a less experienced university professor, during the planning sessions, class meetings, and debriefings of a reading assessment course. The study describes what happened during the planning sessions and class debriefings of the more experienced professor, and how the conversations between the two colleagues assisted them in further developing their teaching. Case study methods (Bogdan & Biklen, 1982; Merriam, 1988) were used to conduct and analyze the study. The data included field notes, course documents, and transcriptions of the audio taped planning sessions, class meetings, and debriefings. / Ed. D.

Critical thinking is a chief focal point in all areas of education today. Teachers can create an environment that is conducive to critical thinking through behaviors practiced in the classroom. Knowledge and use of these teacher behaviors by teachers are basic for development and enhancement of critical thinking in students. The purpose of this research was to determine the enabling behaviors used by a selected group of Virginia postsecondary vocational educators that stimulate critical thinking in students. The primary subjects for this study were postsecondary vocational technical educators randomly selected from five community colleges in Virginia. A total of 30 instructors were identified. In addition, 328 community college students participated in the study. Selected conclusions drawn from the findings were: 1. The postsecondary vocational technical instructors of the five community colleges selected for this study are not using the enabling behavior of questioning that"best" stimulates critical thinking or modeling the behaviors found in the literature that will enhance a student's ability to think critically. 2. The amount of pedagogical training (course work) taken by the postsecondary vocational technical instructors, of the five community colleges selected for this study, does not seem to influence the instructor's use of enabling behaviors related to critical thinking. 3. The community college students in this study perceived their instructors to be exhibiting behaviors and possessing characteristics that will stimulate critical thinking. Selected recommendations drawn from the findings and conclusions are: 1. Additional research is needed to determine if the findings of this study are typical of vocational technical community college instructors statewide. 2. Research similar to this study needs to be conducted on faculty other than vocational technical instructors of the community colleges to assess their use of enabling behaviors. 3. Community college instructors need to be exposed to instructors in formal course work or in informal workshops that embody and exhibit enabling behaviors, especially questioning and modeling. / Ed. D.

Establishing effective language intervention for those who struggle to acquire it early on has received significant attention from researchers within the field of behavior analysis. The procedures of the present study were adapted from Spurgin' thesis research from 2021, in which a stimulus specific consequence was used during teaching after participants made correct responses. In this case, the stimulus specific consequence was a label for a picture that participants were required to point to during teaching trials. When participants pointed to the correct card, the researcher would label the card and deliver a small wooden block which the participants were told they were working for. In the hear-say procedures, participants were taught one set of cards and instructed to echo the researchers' labels. In the see-say participants were taught a second set of cards and instructed to "beat' the researcher to saying the word. After all cards were taught, were tested with a non-vocal receptive identification test. Immediately following this, participants were tested with a vocal expressive identification test. An extended teaching was included to determine the effects of additional practice within each condition. Results indicated that the participants were able to require some receptive and expressive language but targets often did not correspond. In many instances, receptive mastery did not necessarily lead to expressive mastery or vice versa. Results also indicated that additional practice improved receptive scores but had little impact on expressive scores. Implication for teaching learners with autism as well as typical adults is discussed.

Made available in DSpace on 2016-04-29T13:18:03Z (GMT). No. of bitstreams: 1 Maria E M P Melo.pdf: 480720 bytes, checksum: a48a5886e07f819a87667330616281ac (MD5) Previous issue date: 2007-05-16 / Many studies have been analyzing treatments that intervene with the occurrence of correspondence between verbal and non verbal behavior. Nevertheless, the role of verbalization for the emission of the correspondent non verbal behavior, in the studies about correspondence between saying and doing, is not clear yet. The present work had the purpose to combine some treatments already used by some of the studies, with the intention to verify which would be the role of verbalization in the control of non verbal behavior, using a different target behavior than those that have been used in the most part of the studies, and introducing some modifications in the procedure and in the experimental design. The target behavior was the choice of food, considered healthful for the snack. 23 children between 5 and 6 years, with normal development, that studied in the same classroom of a Council School for children, participated of the study. The experimental conditions were: baseline, reinforcement of verbalization, reinforcement of compliance (experimenter s verbalization), reinforcement of correspondence, reinforcement of doing and reinforcement of verbalization 2. The children were divided in 3 groups, with 8, 5 and 7 participants. The sequence of presentation of the treatments varied between the groups. A of multiple baseline design between participants of the same group was used. The results pointed that during of baseline the frequency of choice of more healthful snacks is low, but the frequency of correspondence between verbal and non verbal behavior is high. During the phase of reinforcement of verbalization, the frequency of choice of more healthful snacks is low, and so is the frequency of correspondence between verbal and non verbal behavior. In the phase of reinforcement of doing, the frequency of choice of more healthful snacks is low only when this phase precedes the reinforcement of correspondence and the reinforcement of compliance. In the phases of reinforcement of compliance and reinforcement of correspondence, the frequency of choice of more healthful food increases for the three groups. In the phase of reinforcement of verbalization 2, the frequency of choice of more healthful food was higher than in the phase of reinforcement of verbalization, being, therefore, higher the correspondence frequency. The present study suggests that verbalization has an important role to provide the target response; however it can proceed from the participant as well from the experimenter / Diversos estudos vêm analisando tratamentos que interferem na ocorrência de correspondência entre o comportamento verbal e o não verbal. Apesar disso, o papel da verbalização para a emissão do comportamento não verbal correspondente, nos estudos sobre correspondência entre o dizer e o fazer, ainda não foi esclarecido. O presente trabalho teve o objetivo de combinar alguns tratamentos já utilizados por alguns dos estudos, com o intuito de verificar qual seria o papel da verbalização no controle do comportamento não verbal, utilizando um comportamento alvo diferente do que tem sido utilizado na maior parte dos estudos, e introduzindo algumas modificações no procedimento e no delineamento experimental. O comportamento alvo foi a escolha de alimentos considerados saudáveis para o lanche. Participaram do estudo 23 crianças entre 5 e 6 anos, com desenvolvimento normal, que estudavam numa mesma classe de uma Escola Municipal de Educação Infantil (EMEI). As condições experimentais introduzidas foram: linha de base, reforçamento da verbalização, reforçamento da obediência (verbalização do experimentador), reforçamento da correspondência, reforçamento do fazer e reforçamento da verbalização 2. As crianças foram divididas em 3 grupos, com 8, 5 e 7 participantes. A seqüência de apresentação dos tratamentos variou entre os grupos. Foi utilizado um delineamento de linha de base múltipla entre sujeitos de um mesmo grupo. Os resultados apontam que durante a fase de linha de base é baixa a freqüência de escolha de lanches mais saudáveis , mas é alta a freqüência de correspondência entre o comportamento verbal e o não verbal. Durante a fase de reforçamento da verbalização, é baixa a freqüência de escolha de lanches mais saudáveis e baixa a freqüência de correspondência entre o comportamento verbal e o não verbal. Na fase de reforçamento do fazer, é baixa a freqüência de escolha de lanches mais saudáveis apenas quando essa fase precede as de reforçamento da correspondência e reforçamento da obediência. Nas fases de reforçamento da obediência e reforçamento da correspondência, a freqüência de escolhas por alimentos mais saudáveis aumenta para os três grupos. Na fase de reforçamento da verbalização 2, a freqüência de escolha por alimentos mais saudáveis foi maior do que na fase de reforçamento da verbalização, sendo, portanto, mais alta a freqüência de correspondência. O presente estudo sugere que a verbalização tem um papel importante na produção da resposta alvo, porém pode ser proveniente tanto do participante quanto do experimentador

Estudar o comportamento humano é uma tarefa desafiadora pela sua complexidade e multideterminação. Dentre as relações comportamentais complexas estão as relações verbais. A Análise do Comportamento estuda tais eventos destacando as variáveis fundamentais envolvidas, analisadas pela tríplice contingência. Uma das maiores características de uma criança com atraso no desenvolvimento é o atraso ou prejuízo em aquisição ou expansão da linguagem. Nesse sentido, estudos anteriores buscaram identificar procedimentos efetivos na aquisição e expansão de operantes verbais. Dentre os procedimentos efetivos, estão aqueles que empregam dicas. Já se sabe que a história de reforçamento com determinada dica influencia a velocidade de aquisição do operante intraverbal, outros estudos apontam a hipótese de que o tempo de permanência da dica exposta aos participantes pode influenciar na aquisição do operante intraverbal, porém, essa variável não havia sido mensurada e controlada até o momento. O objetivo do presente estudo foi comparar se o aumento no tempo de apresentação das dicas textuais e de tato tem efeito sobre o responder intraverbal. Os resultados demonstraram que para três dos cinco participantes, o tempo de permanência das dicas teve efeito no aumento da velocidade de aquisição de respostas intraverbais, já que para esses participantes, ocorreu diminuição no blocos de tentativas para atingir o critério de aprendizagem quando houve a manipulação do tempo de apresentação das dicas / Studying human behavior is a challenging task because of its complexity and multi-determination. Among complex behavioral relationships are verbal relations. Behavior Analysis studies such events prioritizing the fundamental variables involved, analyzed by the three term contingency. One of the greatest characteristics of a child with developmental disorder is the delay in language acquisition or expansion. In this sense, previous studies have sought to identify effective procedures in the acquisition and expansion of verbal operants. Among the effective procedures are those that employ prompts. It is already known that the history of reinforcement with a certain prompt influences the speed of intraverbal operant acquisition. Previous studies point to the hypothesis that the time of exposed prompts to the participants may influence intraverbal operant acquisition. However, this variable did not exist been measured and controlled so far. The objective of the present study was to compare increased time of exposed presentation of textual and tact prompt and verify effects on intraverbal responses acquisition. The results showed that for three of the five participants, the time of presentation of the prompts had an effect on the speed of acquisition of intraverbal responses, one can conclude this because there was a decrease in the blocks of attempts to reach the learning criterion when there was manipulation of the time of exposed of the prompts

Made available in DSpace on 2016-07-27T14:19:51Z (GMT). No. of bitstreams: 1 Ceres Regina Dias Fernandes.pdf: 381666 bytes, checksum: df04db79c06dc0f4eb6943aac484b29f (MD5) Previous issue date: 2005-06-29 / This study emphasizes the importance of the doctor-patient relationship as a group of multiple influences, besides being a predictive factor for the good results of the treatment and adherence of HIV patients to anti-retroviral medicines. It enhances the importance of analyzing the behavioral patterns presented in this relationship to make it possible for the patients to get a broader understanding of the treatment and cares they should take. The goals of the present study were to describe the doctor role when preparing the patient for the treatment and to identify the functions of these acts by analyzing the verbal reports and non-verbal behaviors found out in their different forms of occurrence. Four dyads doctor-patient, from a reference hospital for this type of treatment, participated in this research. This study has an exploratory character and it is an empiric investigation of the doctor-patient relationship, through actions that occur in an ambulatory context, a circumstance in which descriptive methodology is used to analyze this relationship as to the multiple influences in the ambulatory/hospital context. Among the results it was possible to highlight that the participant doctors guided the patients enlightening them about the risks of contamination by HIV via sexual intercourse without preservative and about the side effects of the medicines, and also informed them about the health services. The verbal and non-verbal behaviors that facilitate adherence, emitted from both doctors and patients, were investigated and the behavioral patterns presented in the doctor-patient relationship were also analyzed in their different functions. The results were discussed in terms of applied methodology. The data obtained in the present study alert to the importance of the doctor role when explaining to the patient the behaviors needed in the adherence to anti-retroviral medicines, as well as the benefits of this therapy to the quality of life of HIV positive patients. / Este trabalho enfatiza a importância da relação médico-paciente como um conjunto de múltiplas influências, além de ser um fator preditivo para os bons resultados no tratamento e adesão dos pacientes portadores do vírus HIV aos medicamentos antiretrovirais. Ressalta a importância de analisar os padrões comportamentais apresentados na relação para possibilitar que esses pacientes tenham maior compreensão sobre o tratamento e os cuidados que devem ter. Os objetivos deste estudo foram descrever a atuação do médico no preparo do paciente para o tratamento e em identificar as funções desta atuação a partir da análise dos relatos verbais e comportamentos não-verbais encontrados em suas diferentes formas de ocorrência. Participaram desta pesquisa quatro díades médico-paciente provenientes do ambulatório de um hospital de referência para este tipo de tratamento. Este estudo possui caráter exploratório e é uma investigação empírica da relação médico-paciente por meio das ações que ocorrem em contexto ambulatorial, circunstância em que se faz uso de metodologia descritiva para a análise desta relação no que diz respeito às múltiplas influências no contexto ambulatorial/hospitalar. Foram analisados os padrões comportamentais apresentados pelo médico durante o atendimento ao paciente em suas diferentes funções verbais: informar sobre a transmissão e a não transmissão do HIV, investigar comportamentos de risco, preparar para os efeitos dos medicamentos anti-retrovirais, entre outros. Dentre os resultados foi possível destacar ainda que os médicos participantes orientaram os pacientes sobre os riscos da contaminação pelo HIV por via sexual sem preservativo e sobre os efeitos colaterais dos medicamentos e os informaram sobre os serviços de saúde. Foram investigados os comportamentos verbais e não-verbais facilitadores de adesão, tanto dos médicos quanto dos pacientes, e também foram analisados os padrões comportamentais apresentados na relação médico-paciente em suas diferentes funções. Os resultados foram discutidos em termos de metodologia aplicada. Os dados do presente estudo alertam para a importância da atuação médica ao explicar ao paciente os comportamentos necessários na adesão ao tratamento com os anti-retrovirais, bem como os benefícios desta terapia para a qualidade de vida do portador de HIV.