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Results for “Imitative Behavior”

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PubMed2003

Effect of sensory feedback on immediate object imitation in children with autism.

This study examined the effect of sensory feedback (e.g., flashing lights and sound) on the imitation performance of children with autism and typical children group-matched for mental age. Participants were administered an immediate object-imitation task with six novel toys constructed for this study: three with a sensory effect that could be activated by imitating the modeled action and three without a sensory effect. Although overall imitation performance did not differ significantly between the two groups, the imitation performance of the participants with autism was significantly higher with sensory toys than with nonsensory toys. Typical participants' imitation performance did not differ between the two sets of toys. Both groups played significantly more with the sensory toys during free play, indicating that sensory toys were more reinforcing for both groups. Additional results demonstrated that typical children used significantly more social behaviors during imitation than children with autism, but they did not differ in object-oriented behaviors, replicating previous findings. It is argued that children with autism may be less motivated to imitate by social interaction, but may be motivated to imitate to receive a nonsocial reward (sensory feedback).

Affect↗
PubMed1986

Human autonomy and the frontal lobes. Part II: Patient behavior in complex and social situations: the "environmental dependency syndrome".

Imitation and utilization behavior have previously been described in terms of a simple interaction between an examiner and a patient, and were interpreted as an excessive dependence on environmental cues. In this study, patient dependence was observed in complex situations of everyday life. Two patients with focal unilateral frontal lobe lesions were observed while in a doctor's office, a lecture room, a car, and a garden, while visiting an apartment where various activities were possible, and while in a gift shop. The patients' behavior was striking, as though implicit in the environment was an order to respond to the situation in which they found themselves. The term environmental dependency syndrome is proposed for this condition. It implies a disorder in personal autonomy. Individual psychological traits influenced the way in which loss of autonomy was manifested. This study does not offer a physiological model of autonomy, but it does provide clinical and behavioral observations on the loss of autonomy secondary to unilateral lesions of the frontal lobe.

Brain Diseases↗
PubMed1976

The effects of videotape models on the behavior of chronic schizophrenics.

The effects of "good" and "poor" peer models on the task performance of 45 chronic schizophrenic males were investigated. The findings revealed that patients who viewed a good peer model did significantly better on a subsequent task than patients who viewed either a poor model or no model. The use of peer models in the treatment of chronic schizophrenics was suggested.

Adult↗
PubMed1977

Assessing assertion in the elderly: an application of the behavioral-analytic model of competence.

This study developed a behavioral measure of assertiveness for older adults. The behavioral assessment device was developed by use of procedures outlined by Goldfried and D'Zurilla (1969) and Price and Bouffard (1974). Four assertion-appropriate situations for older adults were developed. The situations were administered to 33 Ss. Their responses were scored two ways, for overall assertion and content assertion. Generalizability of the device was examined. Reliability of judges' ratings (for assertion and content) was high, as was test-retest reliability. Assertion was shown to be situation-specific since estimated individual by situation uninerse variance was relatively hight. The assessment device showed significant concurrent validity, although the evidence for construct validity was minimal. Despite the rigorousness of the methods involved, the behavioral-analytic model of competence (Goldfried & D'Zurilla, 1969) has both theoretical and practical advantages in constructing other assessment devices for the elderly.

Aged↗
PubMed1981

Self-efficacy expectancies, response-outcome expectancies, emotionally based expectancies, and their relationship to avoidant behavior and its reduction through therapy.

Investigated the relationship of four types of expectancy to snake avoidant behavior and its reduction through modeling. Response-outcome expectancies are beliefs about the consequences of a behavior; self-efficacy expectancies are beliefs about one's ability to perform the behavior. Intellectually based expectancies are views of oneself or the world that are perceived to be accurate representations of reality; emotionally based expectancies are views of oneself or the world that may be perceived as inaccurate or irrational by the person who holds them. Experiments I and II investigated the relationship of intellectually and emotionally based versions of both response-outcome expectancies and self-efficacy expectancies to snake avoidant behavior. It was found that all four expectancy variables correlate significantly with behavior on a snake avoidance task. Self-efficacy expectancies are not clearly better predictors of behavior than are response-outcome expectancies. Experiment III found that all four variables are changed as a consequence of modeling. It was concluded that a four-variable expectancy model is necessary to explain avoidant behavior.

Animals↗
PubMed1977

"Think aloud": a program for developing self-control in young aggressive boys.

"Think Aloud" was designed as a training program to improve self-control in 6- to 8-year-old boys. It involved modeling and verbalization of cognitive activity to foster use of verbal mediation skills in dealing with both cognitive and interpersonal problems. It was hypothesized that this training would lead to improvement in test performance and teacher ratings of classroom behavior in hyperaggressive boys. Twelve aggressive second grade boys participated in daily, 30-minute, individual sessions for 6 weeks. Normal and aggressive control subjects received no intervention. Teachers rated both trained and untrained aggressive boys as improving in aggressive behaviors but they rated the experimental group as showing improvement on a significantly larger number of prosocial behaviors. The pattern of performance on cognitive tests also changed significantly in the experimental group. On pretest, their pattern differed from normals and resembled the aggressive control group, while on posttest their pattern resembled normals and differed from agressive controls. Suggestions were made concerning additional refinements needed in the program, but overall results indicated potential value in the present approach for providing assistance to aggressive boys in the early grades.

Achievement↗
PubMed1984

Videotape modeling for preschool children with low levels of social interaction and low peer involvement in play.

This research evaluated a videotape modeling intervention for six preschool children who showed low levels of social involvement with peers in natural free-play settings. Observations across 14 weeks gave frequency and topographic data on social interactions and assessment of social involvement in play using the Parten Scale. Simultaneous observation of three children gave data on two comparison children for each target child. A multiple-baseline across-subjects design was used with two data analysis strategies. Averaged group data showed statistically significant increases in both interactions and social involvement in play. Visual analysis of the single-subject data, however, indicated no clear treatment outcome for two children, while four subjects showed a variable increase in social responding after viewing the modeling videotape. Session-by-session variability was a feature of the interaction rate measure for comparison children and for posttreatment phase data for target subjects.

Behavior Therapy↗
PubMed1977

The effect of adult influence on children's preferences: compliance versus opposition.

The present study examined the effects of adult influence on the choice preferences of first and fifth grade girls and boys. It was found that when the adult directed the children as to which choice alternative to choose, all children (both grades and both sexes) preferred that alternative advocated by the adult. When however, the adult's influence attempt was followed by another adult's stating that the child should choose whatever he/she wanted, first graders displayed oppositional behavior (preferring the alternative not urged by the first adult), while fifth graders continued to comply with the first adult's influence. These results suggested that oppositional behavior in first grade children may occur as a function of conflict between adults regarding adult control over the child.

Age Factors↗
PubMed1982

Positive practice overcorrection combined with additional procedures to teach signed words to an autistic child.

The present study evaluated the effectiveness of using positive practice overcorrection in combination with other techniques to teach two manual signs ("milk" and "cookie") to an autistic boy. This boy had a great deal of difficulty in forming any type of discrimination and often became confused in learning the most simple simultaneous discrimination. Intervention primarily consisted of positive practice overcorrection in which the subject was physically guided to form a required hand sign 10 times when he responded incorrectly and was positively reinforced when he signed correctly. The study used a changing criterion within a multiple-baseline design across responses. The results indicated that overcorrection plus positive reinforcement was effective in teaching one sign (milk), however, and added contingent exercise (having to stand up and sit down 10 times for an incorrect response) was required to teach the second sign (cookie). Once the two signs were learned to a criterion level, it was a relatively easy task for the subject to respond correctly with the signs in a matching-to-sample task.

Autistic Disorder↗