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Results for “Imitative Behavior”

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At least 433 records · Page 24Linked to original sources
PubMed1989

Teaching self-catheterization skills to children with neurogenic bladder complications.

We examined the effects of simulation training on the acquisition of self-catheterization skills in 2 female children with spina bifida. Based on a task analysis, the children were taught to perform on a doll each of the components of preparation, and, using a mirror to locate the urinary meatus, to insert and remove the catheter and to clean-up. Before, during, and after training, the children's performance of the skills on the doll and on themselves was assessed. Results of a multiple baseline design across subjects and skill components showed that doll training facilitated the children's acquisition of self-catheterization skills.

Behavior Therapy↗
PubMed1992

Peer-mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism.

This study investigated the effects of a peer-mediated intervention on the social interaction of five triads comprised of preschoolers with autism and their typical peers. Strategies thought to facilitate interaction were selected based on analyses of a descriptive data base. Peers were taught to attend to, comment on, and acknowledge the behavior of their classmates with disabilities. These are behaviors preschoolers typically exhibit frequently, but that do not obligate responses to the same extent as questions and requests do. The ABCB reversal designs revealed that improved rates of social interaction during play were clearly associated with the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention package for increasing interaction between children with and without disabilities.

Attention↗
PubMed1997

Multiple peer use of pivotal response training to increase social behaviors of classmates with autism: results from trained and untrained peers.

Two children with autism and 8 typical peers participated in a study designed to replicate an earlier finding of successful social-skills intervention for children with autism using peer-implemented pivotal response training (PRT) and to assess the effects of using multiple peer trainers on generalization of treatment effects. During training, peers were taught PRT strategies using didactic instruction, modeling, role playing, and feedback. After treatment, children with autism engaged in increased levels of social behavior.

Autistic Disorder↗
PubMed2003

Using video modeling and reinforcement to teach perspective-taking skills to children with autism.

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

Adolescent↗
PubMedDate not supplied

Readiness for toothbrushing of young children.

The authors attempt to establish the types of guidance in toothbrushing suitable for young children. They examined the ability of preschool children to learn toothbrushing, and attempted to clarify the readiness of each age-group.

Age Factors↗
PubMedDate not supplied

Training dentally anxious children to cope.

This investigation compared the relative effectiveness of exposure-based, multicomponent treatment of grammar-school-aged children with dental phobia in a school-based program. Multicomponent treatment was administered in three group sessions consisting of coping-skills training, administered in a school dental operatory setting, combined with exposure to a coping-model videotape. Comparison conditions were exposure-based coping-skills training; modeling video-tape; classroom-based (non-exposure) coping-skills training; information dissemination/discussion group; and waiting-list control. Results supported the relative efficacy of exposure-based, multicomponent treatment in reducing subjective anxiety compared with the waiting-list control, information dissemination/group discussion, video-tape-modeling condition, and non-exposure-based coping-skills-training conditions. No treatment group differences were found for pulse or behavioral ratings of anxiety.

Adaptation, Psychological↗
PubMed1986

Comparison and message-formulation skills in the referential communication of severely mentally retarded children.

The importance of comparison and message-formulation skills in referential communication was studied with severely mentally retarded children. A store game task was used that required the child to communicate a choice of one or two objects on a shelf. Comparison training taught the children to select the appropriate object when paired with a similar but inappropriate object. Message training taught the children to communicate by pointing and/or gesturing. Results indicated that combined comparison and message training produced higher communication accuracy than did comparison training alone. Comparison training, however, increased subjects' accuracy of communicating as compared to an untrained control group. A parallel pattern of results was found for communication frequency. The training groups either maintained or improved their communicative performance in a near-generalization task, suggesting that they learned communicative behavior and not merely task-specific behavior.

Activities of Daily Living↗
PubMed1979

The growth of memory during infancy.

Eight middle class infants were administered a series of tasks over a nine month period from 5 to 14 months of age. Major procedures included object permanence, vacillation, memory for locations and pictures, and reaction to unfamiliar adults and to separation. The results suggested that during the last half of the first year there is a major enhancement in the ability to retrieve a representation of a past event, to compare that representation with present experience, and to tolerate both longer delays between an original and transformed event and greater interference during those delays. It was suggested that many of the diverse phenomena that appear during the last half of the first year are mediated, in part, by an amplification of memorial capacity.

Attention↗
PubMed1978

Therapy of isolate Rhesus: different partners and social behavior.

36 monkeys from 3 different rearing conditions were subdivided into 3 groups and then paired daily for 20 weeks either with others that were (a) socially sophisticated 9-month-old monkeys; (b) partial isolates, reared alone from birth for 9 months; or (c) socially naive 3-month-old infant monkeys. When 12 9-month-old partial isolates were thus split and tested, social play was greater in isolates paired with sophisticated therapists and least in isolates paired with isolate therapists. Fear showed the reverse pattern. Hostility was greatest in those infants, isolates, and sophisticates when paired with isolates and least in all groups when paired with infants. Of the nonisolate groups the infants were affected by their pairing the most, showing reduced social play when paired with the isolates, but increasing play when with sophisticates. Evidence is found against a learning or instrumental model of aggression production, and a novel theory is advanced suggesting that infants are genetically predisposed to acquire specific behavioral characteristics shown by the mother.

Age Factors↗
PubMed1986

Developmental play ages of physically abused and nonabused children.

Although the specific effects of physical abuse are largely unknown, studies have shown deficiencies in the social behaviors of physically abused children. Because play is an important developmental process influencing socialization, physical abuse may adversely affect the developmental play age of children. This study compared the developmental play age of two groups of children aged 1 to 5 years, 12 of whom were physically abused and 12 of whom were not physically abused. Children's play behaviors were recorded using the Preschool Play Scale. Deficits in developmental play age and play imitation were found in the abused group. These results have implications for occupational therapy practice in the identification, assessment, and treatment of physically abused children.

Child Abuse↗