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Behavioral Parent Training Time Out Technique and Parent’s Ability to Generalize the Implementation to other Untrained SituationsMitchell, Ashley Dawn 01 January 2016 (has links)
Parent’s ability to implement a skill like time out is considered to have generality when it lasts over time, it appears in environments in which it was not initially trained, and it is seen in use for child behaviors it was not initially trained for. A recent study suggested that parents have difficulty implementing time out in the home when they are supposed to (Jensen et al., 2016). The present study aimed to determine if there were difficulties in stimulus or setting generalization. Six parent participants completed pre and post training in-home naturalistic video observations, as well as a generalization probe role-play test following training. Results showed that parent’s accuracy and parent’s ability to implement when they should were two different skills. Parents scored high for accuracy of steps correct in both the post training in-home observations and the generalization probe role-plays. However, parent’s correct attempts out of the possible opportunities were only moderate in the post training generalization probes and poor in both the pre and post training in-home observations. How to implement time out was the only skill directly taught to parents and not when to implement time out. The authors suggest that knowing when to implement time out may be a generalization deficit and a recognition of opportunities in the home deficit. This version of time out training may benefit from additional training to foster generalization. Future research may benefit from systematically analyzing whether parents can recognize opportunities for time out in the home through other parent in-home videos and if they can, more emphasis on generalization of a skill to the parent’s home would be necessary in training.
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A Comparative Evaluation of Matrix Training ArrangementsCliett, Terra N. 05 1900 (has links)
A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replication evaluation of a Wilshire and Toussaint study, and taught two typically-developing preschoolers compound object-action labels in Spanish and used either an OV or NOV matrix training design. Results from both studies demonstrated the participant trained with an OV design produced recombinative generalization and participants trained with a NOV design produced significantly low levels of emergence or none at all. These results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design. Implications for instructional arrangements are discussed.
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On Generalization of Supervised Speech SeparationChen, Jitong 30 August 2017 (has links)
No description available.
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Stimulus generalization and matching in concurrent variable interval schedulesLarsson, Eric V January 2011 (has links)
Photocopy of typescript. / Digitized by Kansas Correctional Industries
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Automatic generation of a view to geographical databaseDunkars, Mats January 2001 (has links)
<p>This thesis concerns object oriented modelling and automatic generalisation of geographic information. The focus however is not on traditional paper maps, but on screen maps that are automatically generated from a geographical database. Object oriented modelling is used to design screen maps that are equipped with methods that automatically extracts information from a geographical database, generalises the information and displays it on a screen. The thesis consists of three parts: a theoretical background, an object oriented model that incorporates automatic generalisation of geographic information and a case study where parts of the model have been implemented.</p><p>An object oriented model is an abstraction of reality for a certain purpose. The theoretical background describes different aspects that have impact on how an object oriented model shall be designed for automatic generalisation. The following topics are described: category theory, the human ability to recognise visual patterns, previous work in automatic cartographic generalisation, and object oriented modelling.</p><p>A view is here defined to consist of several static levels, or maps, defined at different resolutions. As the user zooms the level that is appropriate for the particular resolution is shown. An object class belongs to one and only one level and has a certain symbolisation. The automatic creation of new objects in a level is discussed as well as the relation between objects in different levels. To preserve topological relations between objects in a level a network structure is formed between all linear objects in a level and objects that might cause conflicts are modelled using dependencies.</p><p>The model is designed for a set of typical geographical object classes such as road, railroad, lake, river, stream, building, built-up area etc. The model is designed to handle information in a scale-range from 1:10 000 to 1:100 000. The model has been implemented for a subset of these classes and tested for an area covering approximatley 60 km<sup>2</sup>.</p>
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The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention.Zanatta, Laraine Theresa 05 1900 (has links)
This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade participants were taught the lower-case letters of the Greek alphabet. Twelve letters were taught in the hearsee/say channel and twelve letters taught in the hearsee/write channel for equal amounts of time. The see/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the see/write channel. However, the see/write channel showed higher accuracy and retention than the see/say channel. The see/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write and see-name/draw-symbol.
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ASSESSMENT OF DRUG STATE DISCRIMINABILITY VIA DRUG-DRUG DISCRIMINATION TRAINING AND STIMULUS GENERALIZATION TESTINGAkins, Faren R., Akins, Faren R. January 1976 (has links)
No description available.
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Misinformation About the Misinformation EffectHalvorsen, Lars I. 08 1900 (has links)
This study partially replicated the research of Cook, Kwak, Hoffman, & Loftus where they examined post-event activities that induces subjects to pick a wrong person in a forced choice identification procedure. The goal was to investigate if providing a neither option to a match to sample task increases the accuracy of responding. Subjects were asked to study three faces for 10 seconds, after which they were asked to pick out the faces in a forced choice setting where two other faces were presented. Later the subjects were asked to pick out faces in a setting in which they could use a neither option. Results indicated that a generalization effect occurs when identifying faces and the effect is seen as subjects choosing the wrong face. This suggests that when using faces with some similar features in a lineup setting the procedure may cause the subject to pick the wrong person.
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Programming a Randomized Dependent Group Contingency and Common Stimuli to Promote Durable Behavior ChangeCariveau, Thomas 27 October 2016 (has links)
Students may engage in behavior during instruction that impacts the acquisition of skills. Intervening on student behavior using group contingencies may be more efficacious than other intervention methods. Directly programming for generalization of treatment effects may increase the durability of behavior change and further increase the efficacy of group contingencies. The current study examined the effect of a randomized dependent group contingency and programming common stimuli on levels of academic engagement and problem behavior for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn.
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Aquisição e generalização de mandos em uma criança com autismoLeite, Marcia Telma Lima 27 June 2005 (has links)
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Marcia Telma Lima Leite.pdf: 619884 bytes, checksum: e2b05ed813ae49444ce28edc44c07071 (MD5)
Previous issue date: 2005-06-27 / The present study had the objective to promote the acquisition and generalization
of mands by a child with Autism, using three of the six parts of the Picture
Exchange Communication System PECS, combined with procedures of the
Applied Behavior Analysis. Autism is defined as a severely incapacitating
developmental disability that typically occurs before age three (National Society
for Autistic Children, 1993). The participant was a seven-year-old boy that had
been diagnosed with Autism, chosen to participate in this study because he
presented clear characteristics of the diagnosis and for his difficulty in acquiring
the ability to communicate effectively. To show experimental control, a Multiple
Baseline between Settings Design was used. Generalization was programmed
according to the technique of multiple exemplars proposed by Stokes and Baer
(1997). The study implemented three parts of the PECS program in the acquisition
of mand responses thru the exchange of cards with photographic representations
of potential reinforcers. Mand responses and any intelligible vocalization by the
child were registered. Results show that the intervention was effective in
facilitating the acquisitions of mands and that his ability generalized from the
training setting to two other settings (school and residence) without additional
training. It is believed that the PECS program has built-in elements that promote
generalization. An increase in the frequency of intelligible vocalizations was
observed. The results confirm the efficacy of the PECS program and procedures
of Applied Behavior Analysis in teaching functional communication to a child
with Autism. / O presente estudo teve por objetivo a promoção da aquisição e generalização de
mandos por uma criança com Autismo, utilizando três das seis fases do Sistema
de Comunicação por Intercâmbio de Figuras (Picture Exchange Communication
System - PECS) combinadas com procedimentos da Análise Aplicada do
Comportamento. Autismo é definido como uma desordem do desenvolvimento
severamente incapacitante que tipicamente aparece nos três primeiros anos de
vida (National Society for Autistic Children, 1993). O participante foi um menino
com sete anos de idade, que havia sido diagnosticado com Autismo, escolhido
para participar da pesquisa por apresentar características claras desse diagnóstico
e por seu grau de dificuldade em adquirir a habilidade de comunicar efetivamente.
Para demonstrar controle experimental utilizou-se o Delineamento de Linha de
Base Múltipla entre Ambientes. A generalização foi programada de acordo com a
técnica de exemplares múltiplos proposta por Stokes e Baer (1997). O estudo
implementou três partes do programa PECS para a aquisição de repostas de
mandos em um sistema de intercâmbio de cartões com representações fotográficas
de reforçadores em potencial. Foram registradas as respostas de mando e
quaisquer vocalizações inteligíveis da criança. Os resultados mostraram que a
intervenção foi efetiva em facilitar a aquisição de mandos e que essa habilidade se
generalizou do ambiente de treino para dois outros ambientes (escola e residência)
sem um treinamento adicional. Acredita-se que o próprio programa PECS já
contém elementos que promovem a generalização. Observou-se um aumento na
freqüência de vocalizações inteligíveis. Os resultados confirmam a eficácia do
programa PECS e procedimentos da Análise Aplicada do Comportamento em
ensinar comunicação funcional em uma criança com Autismo.
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