Polycationic lipid-mediated gene transfer to the abnormal pulmonary circulation.
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Animals↗
Biomedical subjects
R M Tudor
Publications and source records attributed to R M Tudor.
Isolating the effects of active responding in computer-based instruction.
This experiment evaluated the effects of requiring overt answer construction in computer-based programmed instruction using an alternating treatments design. Four college students worked through an instructional program that alternated between presenting frames with blanks requiring overt responses and complete frames without blanks. All students produced a higher percentage of correct posttest answers corresponding to program segments that required overt answer construction.
Journal Article↗
Computer-programmed instruction: The relation of required interaction to practical application.
Computers were used to evaluate the effects of supplying answers to programmed instruction frames. A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Effects of a 315-frame program, teaching elements of programmed instruction design, were evaluated by analyzing answers to posttest generalization questions and an application test. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. Students who could either covertly respond to frame blanks or who were required to type frame answers performed significantly better on the frame generalization posttest and, more importantly, carefully followed program rules when preparing elements of a new instructional program.
Journal Article↗
Language and cognitive development: a systematic behavioral program and technology for increasing the language and cognitive skills of developmentally disabled and at-risk preschool children.
Behavioral research in teaching verbal behavior to language-delayed and developmentally disabled preschool children has progressed greatly during the past 30 years. It is now possible to produce improvements in the verbal behavior of language-delayed and developmentally disabled children that previously would have been considered impossible. Not only is it possible to teach language-delayed children a wide variety of individual elements and forms of speech, such as plurals, adjectives, syntax, and grammar, but it is also possible to achieve functional language in nonverbal children and produce total recovery in some autistic and functionally mentally retarded preschool children. The results of our research with the TALK Language Development Program provide techniques, procedures, and new directions to further advance the technology of verbal behavior. First, development of a standard procedure for the analysis, reinforcement, and recording of verbal behavior provides a precise and standard method for evaluating the effect of contingencies of reinforcement on verbal behavior. Second, the TALK program, by systematizing and operationalizing the process of shaping functional language, provides a program that is relatively easily learned by therapists, teachers, speech pathologists, and others. Third, the robustness and reliability of the TALK program, as demonstrated by replication across diagnostic groups, settings, and therapists, makes it an attractive program for use with a variety of developmentally disabled children. Fourth, the identification of specific parent-child reinforcement paradigms that appear to be functionally related to language delay may facilitate research in the prevention of language delay. Finally, our research with functionally retarded children and normal infants has led to the development of a behavioral strategy and technology for the prevention of and total recovery from some cases of language delay and functional mental retardation. At least two important opportunities now exist for making a substantial social impact through the technology of verbal behavior. First, the passage of Public Law 99-457 has created a major need for effective language programs that can be used by public school teachers of handicapped preschool children. The need will increase as more programs for the birth to 3 population are mandated. This presents a major opportunity for transferring the technology of verbal behavior to other professionals who are in daily contact with young handicapped preschool children, such as teachers, speech pathologists, pediatricians, and social workers.(ABSTRACT TRUNCATED AT 400 WORDS)
Autistic Disorder↗
Three procedures for increasing vocal response to therapist prompt in infants and children with Down syndrome.
The relative effectiveness of three procedures for increasing vocal response to prompt in 15 preschool children with Down syndrome was compared. The procedures were positive reinforcement only, positive reinforcement combined with light-dimming, and positive reinforcement combined with visual screening. All procedures produced a significant increase in percentage of response to prompt over baseline, however, light-dimming and screening, when combined with positive reinforcement, were both significantly more effective than positive reinforcement alone. Implications for increasing early vocal interaction in children with Down syndrome and other developmental delays were discussed.
Behavior Therapy↗