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Results for “Imitative Behavior”

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PubMed1982

A synthesis of occupational behavior and sensory integration concepts in theory and practice, part 2: clinical applications.

This is the second of two papers addressing the occupational behavior and sensory integration approaches to occupational therapy for children. In the previous paper, basic concepts from these two approaches were discussed as presenting different, yet complementary, perspectives. The use of play was identified as central to occupational therapy practice from either perspective. Concepts from both approaches were integrated into a general systems model of play development in infancy and early childhood. This paper discusses play and sensory integration as interdependent developmental phenomena that are a function of interactions between the environment (input) and the child's internal processing (throughput). When input-throughput interactions do not permit the growth of competence, dysfunction occurs. Consideration of possible input and throughput deficits are suggested for assessment of individual children, and treatment guidelines are drawn from both the sensory integration and occupational behavior literature.

Child↗
PubMed2004

Applying social learning theory to children with dental anxiety.

Through a review of the literature dental anxiety has been found to be prevalent and problematic within the child population. Dentists are forced to treat the dentally anxious child in such ways that do little to reduce the anxiety of the child and in some cases cause dental anxiety to increase. This article seeks to apply Albert Bandura's social learning theory to reduce dental anxiety in children, in a preventative nature. A description of the social learning theory is offered as well as evidence indicating the effectiveness of applying the social learning theory to dental anxiety in children. Finally, suggestions for applications within the dental office are discussed.

Adaptation, Psychological↗
PubMedDate not supplied

Improving clinical teaching skills using the parallel process model.

Despite a variety of efforts to develop the clinical teaching skills of family practice faculty, objective and reliable evidence of improvement has been lacking. In this study, family practice faculty physicians were videotaped during consultations with residents. Following a brief intervention, specific teaching skills increased, as indicated by follow-up videotapes and resident ratings. In particular, faculty physicians were more likely to verbally reinforce residents' efforts following the intervention. Analysis of 150 videotaped consultations revealed that several teaching behaviors remained at low rates, such as discussion of family issues. These results, when examined from the perspective of the "parallel process," suggest that faculty frequently do not model the interpersonal behaviors expected of residents during patient interviews.

Analysis of Variance↗
PubMed1978

Effects of imitation training on immediate and delayed imitation by severely retarded children.

Contingent reinforcement was used in training eight severely retarded children who were previously judged to be nonimitative. A yoked control group was given comparable training, but with noncontingent reinforcement. Posttests of imitation of new behavior of a reinforced model showed significant immediate and delayed (15 minutes) imitation only in the contingent-reinforcement group.

Adolescent↗
PubMed2000

"Mood contagion": the automatic transfer of mood between persons.

The current studies aimed to find out whether a nonintentional form of mood contagion exists and which mechanisms can account for it. In these experiments participants who expected to be tested for text comprehension listened to an affectively neutral speech that was spoken in a slightly sad or happy voice. The authors found that (a) the emotional expression induced a congruent mood state in the listeners, (b) inferential accounts to emotional sharing were not easily reconciled with the findings, (c) different affective experiences emerged from intentional and nonintentional forms of emotional sharing, and (d) findings suggest that a perception-behavior link (T. L. Chartrand & J. A. Bargh, 1999) can account for these findings, because participants who were required to repeat the philosophical speech spontaneously imitated the target person's vocal expression of emotion.

Adult↗
PubMed2005

Effects of modeling and topic stimulus on self-referent touching.

Self-touching is defined as self-directed touches, e.g., scratching or rubbing, that have no apparent conscious motivation. Earlier research on self-touching focused on internal processes associated with self-touching, e.g., mental conflict, while more recent research has considered external motivators, such as an auditory or visual presentation of a provocative stimulus, e.g., leeches. Here, 110 undergraduate psychology students (68 women, 42 men; M age = 18.7 yr., SD = 1.0) were shown a video about chiggers to replicate previous findings, while simultaneously studying the social influence of self-touching modeled by the presenter. A significant interaction was found as modeled self-touching significantly increased participants' self-touching when they were also attending to the video about chiggers. The results are discussed in terms of potential processes underlying this behavior and directions for research.

Adolescent↗
PubMed1975

Effects of phenothiazines and social skills training in a withdrawn schizophrenic.

The effects of phenothiazines and social skills training on a severely withdrawn schizophrenic were examined. Regulation of phenothiazine levels had the result that the patient became more receptive to behavioral interventions. Specific application of a token economy program effected a marked improvement in the assertive training was employed to improve the patient's repertoire of ininterpersonal responses. Prior to actual hospital discharge the patient was faded back into his natural environment during a job retraining phase at Goodwill Industries. Specific data on the patient's improved social functioning are presented in a multiple baseline analysis. Follow-up data document the patient's successful adaptation of his natural enviroment.

Adult↗
PubMed1985

Utility of cognitive-behavioral procedures for social skills training with children: a critical review.

Thirty-three studies that have used cognitive-behavioral social skills training procedures were critically reviewed. These studies were classified under four broad categories: modeling, coaching, treatment packages, and social problem solving. Seven criteria were used to critically evaluate these studies: subject characteristics, treatment specification, outcome measures, statistical analyses, experimental design, generalization, and cost effectiveness.

Adolescent↗