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Results for “Imitative Behavior”

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At least 487 records · Page 27Linked to original sources
PubMed1991

[New elements in behavior therapy of a case of dog phobia in an adolescent patient with Down's syndrome. A critical study of the method].

A review of the actual literature shows, that we have no reports of successful behavioral methods for the treatment of mentally retarded children with phobias. This study suggests a new way for treating a dog-phobia of a seventeen year old boy with Downsyndrom, using a special form of flooding by including the Premack-principle. Problems of desensitization and other special effects during therapy of these patients are discussed.

Adolescent↗
PubMed1976

Graduated approach modeling in an aversive task.

Sixty female Ss were assigned randomly to six conditions that involved self-administration of electrical shock. These were: (1) no model-one trial S response; (2) no model-graduated trial S response; (3) one trial model-one trial S response; (4) one trial model-graduated S response; (5) graduated model-one trial response; and (6) graduated model-graduated response. Results indicated that graduated exposure of S to an aversive stimuli was more effective than a single such exposure and that type of exposure provided by a model had little effect.

Avoidance Learning↗
PubMed1978

The effect of filmed modeling on cooperative play in disadvantaged preschoolers.

In a series of three studies wer investigated the effect of filmed modeling on cooperative play in disadvantaged preschoolers. These studies were conducted both in a natural (classroom) setting and in a laboratory setting. We were unable to demonstrate a reliable modeling effect with these preschoolers even when an extensive descriptive verbal component was added to the modeling film. In a fourth study we showed that the identical treatment did lead to modeling in middleclass preschoolers but that the content of the extensive verbal component was not related to the effect. These results are discussed in terms of appropriate control procedures for this type of study, the role of an audio component in modeling films, and the implications of the lack of filmed modeling effects for the teaching of disadvantaged preschoolers.

Audiovisual Aids↗
PubMed1976

Teaching social skills to isolated children.

The effects of a social skill training program on socially isolated children are reported. The training program was derived from the results of a previous study of the specific social skills that discriminated popular from unpopular children. Training effects in the present investigation were assessed on sociometric position, and on the quality, frequency, and distribution of social interaction to peers. Time-series analyses were performed on the frequency and distribution of peer interaction. Two isolated children received social skill training with an adult coach, and two isolated children spent an equivalent amount of time with an adult. Results indicated that socially isolated children in the treatment group changed significantly in sociometric position on a follow-up assessment 9 weeks after the end of the intervention, did not change in the total frequency of peer social interaction, but did redistribute their interaction to peers. The two isolated children who did not receive the treatment program did not change significantly on the total frequency of peer interaction, and tended to withdraw from peers rather than redistribute their interaction. The insensitivity of total peer interaction frequency as a measure of outcome was discussed.

Behavior Therapy↗
PubMed1975

Systematic observation of play behavior in autistic children.

The play behavior, defined as interaction with peers and objects, of five autistic children was systematically observed in four environments, i.e., a stark environment, a theraplay unit, a playroom, and an outside play deck. The preliminary results suggested that (1) with some children environment has little or no effect on their play behavior; (2) with multiple objects, autistic children frequently related to the objects rather than to their peers; (3) object play was most frequently at the manipulative stage and often included repetitive and negative behavior; (4) within a confined space with no objects present, autistic children frequently engaged in solitary repetitive behavior; and (5) within a confined space designed to facilitate a movement flow (theraplay), autistic children modeled and imitated and were involved in gross motor play together.

Aggression↗
PubMed1984

Conversational skills for autistic adolescents: teaching assertiveness in naturalistic game settings.

A naturalistic social skills training program was used to teach assertive responses to three autistic adolescents. Training and assessment of positive and negative assertions occurred in the context of two game situations-a card game and a ball game. Training consisted of modeling and behavioral rehearsal prior to each game, with tokens delivered contingent on assertive responses. Evaluation of training effects was accomplished in a multiple baseline across response classes. The results demonstrated the effectiveness of the procedure in generating high levels of positive and negative assertions that maintained across a 4.5-month follow-up interval. This in vivo procedure for teaching social behaviors permits the concurrent acquisition of assertive responses and leisure behaviors, two skills that are of special importance in improving the quality of autistic youth's experiences with their peers.

Adolescent↗
PubMed1982

Multiple approaches to the reduction of dental fear.

Participant modeling, symbolic modeling, and graduated exposure were compared with each other and with two control treatments for effectiveness in reducing fear of dentistry in 33 adults who had avoided dental treatment for from 1 to 10 yr. Assessment of in-chair psychological responsiveness and overt behavior showed no significant pre-post change for any group although all of them reported significant reduction in state anxiety and expected pain. During the 24 months following treatment, from 50 to 87.5% of the subjects were able to return to regular dental care with the highest "return" rate appearing in the participant modeling condition.

Adult↗
PubMed1986

Effects of participant modeling and desensitization on childhood warm water phobia.

Parental participant modeling and contact desensitization were used to reduce phobia of warm water bathing in a 6-year-old male burn victim traumatized by his natural parents. Cradled in an adoptive parent's arms, the child contacted, entered, and remained in increasingly warmer and deeper water for 3-min intervals during daily 15-min bathing routines. Treatment effected heat and depth tolerance to the point that the subject maintained desired behavior without parental assistance. Heat and depth tolerance persisted through a 6-month follow-up period.

Baths↗