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Results for “Imitative Behavior”

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PubMed1984

Prompting and stimulus shaping procedures for teaching visual-motor skills to retarded children.

Stimulus shaping appears to be a highly successful way to teach discrimination skills. In stimulus shaping, the topographical configuration of the stimuli is gradually changed over trials so that discrimination is at first easy, and then gradually more difficult. Stimulus shaping procedures might also be effective for training visual-motor tasks. Two experiments were conducted to assess the relative effectiveness of stimulus shaping and "traditional" prompting procedures. Pegboard skills were trained in Experiment 1. In Experiment 2 a self-care skill was trained, in which children learned to hang a toothbrush or a washcloth on a specific hook. Six low-functioning retarded children were studied in each experiment, using a within-subject alternating treatments design. Each participant received concurrent training on two related tasks, using stimulus shaping for one and a standard prompting procedure for the other. Training with the stimulus shaping procedure required less training time to criterion, always resulted in fewer errors, always required fewer and less intrusive therapist's prompts, and always resulted in greater density of reinforcement. These results demonstrate the value of stimulus shaping strategies for training visual-motor skills.

Behavior Therapy↗
PubMed1985

Stereotypic behavior as a reinforcer: effects and side effects.

This study assessed the effects and side effects of using stereotypic behavior as a consequence for correct responding with two autistic children. The children were cued through a model to engage in stereotypic behavior contingent upon correct responses in task-training sessions. This instructional arrangement produced increases in the percent of correct responses. Measures of the stereotypic behavior used as a reinforcer, other stereotypic behaviors, and appropriate behaviors were collected during daily 5-minute free operant settings before and after the task-training sessions. No replicable, systematic changes in the percent of intervals in which subjects engaged in those side effect measures were noted. Thus, a new method for delivering stereotypic behavior as a reinforcer was investigated and produced reinforcing effects; the rate of that behavior in free operant settings was not adversely affected.

Child↗
PubMed2006

Enhancing job-site training of supported workers with autism: a reemphasis on simulation.

Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.

Adult↗
PubMed2004

Social transmission of courtship behavior and mating preferences in brown-headed cowbirds, Molothrus ater.

Studies of the social learning of courtship behaviors and mating preferences of brown-headed cowbirds (Molothrus ater) are reviewed. Earlier work has suggested that cowbirds from behaviorally distinct populations mate preferentially with others from the same population. Studies are described which indicate that patterns of courtship behavior that differ by population can be socially transmitted across generations are described. Social background affects male songs, female preferences for males as mates, and courtship interactions between females and males. Thus, social traditions influence mating decisions and may, ultimately, impact reproductive success in this species. Recent work on possible social mechanisms involved in the ontogeny of courtship behavior is described. The implications of these findings are discussed, and future research directions are suggested.

Adaptation, Psychological↗
PubMed2005

The impact of first-grade "friendship group" experiences on child social outcomes in the fast track program.

Many interventions for children's behavior problems successfully utilize a group format for social skills training, providing opportunities for practice and performance feedback from peers. Recent studies however, suggest that grouping aggressive children together may reduce intervention effectiveness or even increase risk. The present study examined the relative impact of children's own behavior and their experiences with peers in the first-grade "friendship groups" of Fast Track, a multi-component preventive intervention program. Two-hundred sixty-six children (56% minority, 29% female) participated in 55 friendship groups. Children's own positive and negative behavior in friendship groups was related to relative improvements in social cognitive skills, prosocial behavior, and aggression, assessed through child interviews, teacher ratings, and peer sociometric nominations. Results from hierarchical linear models also revealed that the amount of peer escalation children received for their disruptive behavior during sessions impeded some intervention gains, whereas mere exposure to other children's positive or negative behavior was rarely related to outcomes.

Aggression↗
PubMed1989

The role of social modeling in unexplained pediatric pain.

Interviewed 20 children with recurrent unexplained pain (UP) and 20 children with recurrent explained pain (EP) secondary to sickle cell anemia and their parents to determine the presence of models of pain or illness behavior in the child's environment. The location, intensity, frequency, and environmental consequences of the children's and the models' pain were also assessed. The hypothesis that UP Ss would identify more models was supported. In addition, UP Ss identified more positive consequences of the child's pain behavior while EP Ss identified more negative consequences. Children perceived the frequency and intensity of their pain to be similar to their models', while parents did not report such a relationship. Body location data suggest that children may model either general illness behavior or exact symptoms. Implications for future research are discussed.

Adolescent↗
PubMed1985

Suicide and suicide attempts in the European Economic Community: an analysis of trends, with special emphasis upon trends among the young.

An attempt is made to explain the increase in adolescent suicidal behavior reported for most countries in the European Economic Community over the last two decades, within the framework of a social learning theory. A typology of suicidal acts based on an outcome-expectancy model is proposed that would make intelligible the observed positive correlation between the incidence of lethal and nonlethal suicidal acts, the latter having grown to epidemic proportions among the young. This epidemic can be attributed to the interplay of three groups of factors, namely, the socialization of a specific problem-solving behavior repertoire, socioeconomic conditions, and attitudes toward suicide. The implications for suicide prevention are briefly discussed.

Adolescent↗
PubMed1979

An analysis of observational learning in autistic and normal children.

The present investigation studied observational learning in autistic children. Fifteen autistic and 15 normal children watched an adult model engage in a set of behaviors under specific verbal instructions. After observing this situation, the children were tested to determine what they had acquired through observation. The results showed that (1) the majority of the autistic and the youngest normal children acquired only some limited features of the observational situation and (2) chronological age was related to the amount of learning through observation in the normal children but not in the autistics. The deficit that the autistic children showed in observational learning may be related to a failure to discriminate or attend to the total stimulus input presented. Their failure in observational learning can be seen to contribute in a major way to the severely impoverished behavioral repertoires of these children.

Adolescent↗
PubMed2003

Social neuroscience, empathy, brain integration, and neurodevelopmental disorders.

Paul MacLean has investigated integrated brain functioning through selected brain lesions in animals that disturb circuits necessary for complex behaviors, such as social displays. MacLean is unique in his comparative neurobehavioral approach that emphasizes the evolutionary origins of parenting and social behaviors and the implications of brain changes in the evolution from reptiles (social displays) to mammals (nursing, audiovocal communication, play) to man (self-awareness, intentionality, social context) that link affect and cognition. Subjectively, how "looking with feeling toward others," the basic element in empathy, evolved has been a central concern of his. Neuroimaging studies of social cognition, mother-infant communication, moral behavior, forgiveness, and trust are consistent with particular brain systems being activated in cooperative social behaviors. The identification of mirror neurons is pertinent to MacLean's model of isopraxis and studies of thalamocortical resonances may be pertinent to his neurobehavioral models. Studies of behavioral phenotypes in human neurodevelopmental disorders are consistent with MacLean's model of brain circuits being linked to complex behaviors during development. In autistic disorder, the behavioral phenotype involves disrupted social communication, deviant imaginative play, and motor stereotypies. In Lesch-Nyhan syndrome (LNS), self-injury occurs in individuals with normal sensory systems intact who require and request physical restraint to prevent self-injury; they ask for assistance from others to prevent them from harming themselves. Autism involves the lack of subjective awareness of others intentions and LNS involves a failure in self-regulation and self-control of self-injurious behavior. MacLean's models laid the groundwork for studies focused on understanding brain functioning in these conditions.

Animals↗
PubMed1990

Effect of visuomotor rehearsal with videotaped modeling on racquetball performance of beginning players.

This investigation was designed to assess the effect of visuomotor behavior rehearsal (VMBR) with videotaped modeling on racquetball performance of beginning players. 24 male students in beginning racquetball class were randomly assigned to either VMBR with videotape modeling or relaxation and imagery (no modeling) condition for a 2-wk. training period. All subjects were pre- and posttested on forehand and backhand racquetball skill tests. Analysis indicated an effect for forehand shooting, with those given visuomotor behavior rehearsal with videotaped model exhibiting better performance than the relaxation and imagery group, but no effect for backhand shooting.

Adolescent↗