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At least 1,009 records · Page 56Linked to original sources
PubMed2004

Parallel FoxP1 and FoxP2 expression in songbird and human brain predicts functional interaction.

Humans and songbirds are two of the rare animal groups that modify their innate vocalizations. The identification of FOXP2 as the monogenetic locus of a human speech disorder exhibited by members of the family referred to as KE enables the first examination of whether molecular mechanisms for vocal learning are shared between humans and songbirds. Here, in situ hybridization analyses for FoxP1 and FoxP2 in a songbird reveal a corticostriatal expression pattern congruent with the abnormalities in brain structures of affected KE family members. The overlap in FoxP1 and FoxP2 expression observed in the songbird suggests that combinatorial regulation by these molecules during neural development and within vocal control structures may occur. In support of this idea, we find that FOXP1 and FOXP2 expression patterns in human fetal brain are strikingly similar to those in the songbird, including localization to subcortical structures that function in sensorimotor integration and the control of skilled, coordinated movement. The specific colocalization of FoxP1 and FoxP2 found in several structures in the bird and human brain predicts that mutations in FOXP1 could also be related to speech disorders.

Animals↗
PubMed1977

Teaching children appropriate shopping behavior through parent training in the supermarket setting.

The shopping behavior of three elementary school-age boys was analyzed and parent-child interactions assessed for one boy and his mother. Estimates of parent of consumer satisfaction with child shopping behavior were also obtained. The effects of a parent-mediated treatment package on child behavior were assessed using a multiple-baseline design. Treatment produced significant increases in appropriate shopping behavior in all three children and parents became increasingly satisfied with improved child behavior. Analysis of data for one mother also revealed that her manner of interacting with her child became more positive.

Behavior Therapy↗
PubMed1983

The effects of a child's self-evaluation program on compliance with parental instructions in the home.

A self-evaluation program was implemented with a kindergarten-aged boy in the home to increase compliance with parent instructions and decrease inappropriate verbal behavior. The self-evaluation package included the child's assessing the appropriateness of his behavior in 5-min intervals, receiving chips for positive self-evaluations, and exchanging chips for a reward following experimental sessions. In a reversal design, analyses were conducted of the effectiveness of the self-evaluation program, the requisite conditions for effective child behavior change with a self-evaluation approach, and the parent's efficiency in using the self-evaluation package. The self-evaluation procedures typically resulted in increased compliant behavior and decreased inappropriate behavior, although the effects generally weakened with time. Behavioral gains were greater and better maintained when the self-evaluation procedures were preceded by a phase of external evaluation via the mother than by baseline, suggesting that self-evaluation procedures may serve more to maintain the effects of external evaluation rather than to induce their own changes. The parent generally was efficient in implementing the procedures. Research and clinical implications for using self-evaluation procedures in a home setting are discussed.

Behavior Therapy↗
PubMed1985

Increasing spontaneous verbal responding in autistic children using a time delay procedure.

One oft-cited problem with teaching speech skills to autistic children is the failure of the speech to be spontaneous. That is, the children's speech often remains under the control of the verbal behavior of others rather than under the control of other nonverbal referents in the environment. We investigated the effectiveness of a time delay procedure to increase the spontaneous speech of seven autistic children. Initially, the experiment presented a desired object (e.g., cookie) and immediately modeled the appropriate response "I want (cookie)." Gradually, as the child imitated the vocalization, the experimenter increased the time between presentation of the object and the modeled vocalization in an attempt to transfer stimulus control of the child's vocalization from the experimenter's model to the object. Results indicated that all the children learned to request items spontaneously and generalized this behavior across settings, people, situations, and to objects which had not been taught. These results are discussed in relation to the literature on spontaneous speech, prompting, and generalization.

Autistic Disorder↗
PubMed1989

Parent education project. III: Increasing affection and responsivity in developmentally handicapped mothers: component analysis, generalization, and effects on child language.

We evaluated the effects of a parent training program consisting of verbal instruction, modeling, and feedback on the affection and responsivity of 3 developmentally handicapped mothers towards their children. The results indicated the following: First, the training package increased maternal physical affection, praise, and imitation of child vocalizations. These parenting skills increased to levels found in comparison groups of nonhandicapped mothers. Second, the training package was more effective than verbal instruction alone, the latter being the predominant method presently used by social service workers. Third, most maternal gains were maintained over a 3- to 18-month follow-up period, although one mother required a reinforced maintenance procedure. Fourth, instructing mothers to generalize served to increase the generalization of newly acquired skills from play times (the training context) to child-care tasks (e.g., diapering, feeding). Fifth, teaching the parents to imitate child vocalizations was related to gains in both the frequency and quality of verbal behavior of the two language delayed children as measured by standardized developmental tests and in vivo comparisons with age-matched children (who had nonhandicapped parents). These results show that behavioral instruction can improve important child-rearing skills of developmentally handicapped mothers, with corresponding benefits to their children.

Adult↗
PubMed1991

Inducing variability in communicative gestures used by severely retarded individuals.

Handicapped individuals who have been taught spontaneous gesture requests often use only a small part of their vocabulary. Procedures to recover the unused part of this vocabulary have not been documented. This study was designed to identify procedures for increasing the proportion of gestures used spontaneously. Six mentally handicapped individuals served as subjects. After a baseline phase during which spontaneous gesture requests were reinforced, consequences were withheld for high-rate gesture requests. This led to an increase in different gesture requests. Although gesture requests did not return to baseline levels during a reversal condition, functional control was demonstrated by way of a multiple baseline across subjects. The absence of a reversal effect suggests enduring effects of the procedure.

Adolescent↗
PubMed1992

Promoting interaction during sociodramatic play: teaching scripts to typical preschoolers and classmates with disabilities.

We investigated the effects of teaching sociodramatic scripts on subsequent interaction among three triads, each containing 2 typical children and 1 child with autistic characteristics. The same type and rate of teacher prompts were implemented throughout structured play observations to avoid the confounding effects of script training and teacher prompting. After learning the scripts, all children demonstrated more frequent theme-related social behavior. These improvements in social-communicative interaction were replicated with the training of three sociodramatic scripts (i.e., pet shop, carnival, magic show) according to a multiple baseline design. These effects were maintained during the training of successive scripts and when the triads were reconstituted to include new but similarly trained partners. Results provided support for the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during sociodramatic play.

Autistic Disorder↗
PubMed1992

Use of descriptive and experimental analyses to identify the functional properties of aberrant behavior in school settings.

We conducted descriptive and experimental analyses of aberrant behavior in school settings with 2 children with autism, using teachers as assessors. Experimental functional analyses carried out by the investigators were followed by training teachers to conduct a descriptive analysis and a classroom experimental analysis. A comparison of the assessment procedures showed that each procedure identified negative reinforcement as a maintaining variable for aberrant behavior. The teacher implemented an intervention based on the assessment with mixed results. We then replicated the initial results by having the first teacher train a second teacher to carry out the two assessment procedures. The results of these analyses were also in agreement, again identifying negative reinforcement as a variable maintaining aberrant behavior. An intervention based on negative reinforcement was then successfully implemented. These results suggest the applicability and utility of functional analyses carried out in school settings.

Adolescent↗
PubMed1993

Effects of memory aids on the dyadic conversations of individuals with dementia.

The effects of a prosthetic memory aid on the conversational content and social skills of dyads with dementia were evaluated. Six individuals with moderate to severe dementia served as either subject or partner in dyads during 5-min conversational probes conducted three times per week in day-care and nursing-home settings. During phases when a memory aid, consisting of personally relevant picture and sentence stimuli, was available, most subjects used their own aid to improve the quality of conversations by increasing the frequency of on-topic statements, diminishing nonproductive utterances, lengthening their conversational turn, and/or increasing the frequency of turns taken. Most partners demonstrated awareness of social discourse conventions by appropriately relinquishing conversational dominance, decreasing both content and nonproductive utterances, and increasing acknowledging or affirmative comments when subjects used memory aids. Naive judges' ratings of aided and unaided conversational samples on seven conversational dimensions reflected differences in perceptions of significant improvement as a function of the conversational discourse style of each dyad.

Aged↗
PubMed1996

Comparison of prototype and rote instruction of English names for Chinese visual characters.

This study compared prototype and rote instruction of English names for Chinese visual characters. In the prototype condition, participants were taught the meaning of the prototype that served as the distinctive feature of multicomponent characters. In the rote condition, participants traced the character and wrote its translation. Participants learned more rapidly and maintained more words in the prototype condition.

Adult↗
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↗
PubMed1998

Teaching a student with autism to make verbal initiations: effects of a tactile prompt.

This study examined the effects of a tactile prompting device (the Gentle Reminder) as a prompt for a student with autism to make verbal initiations about his play activities. A multiphase multielement design was used to assess the effects of the device in prompting initiations toward an adult in three different play contexts. Follow-up probes were conducted during cooperative learning activities with typically developing peers in the student's regular education class. The results suggest that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities.

Autistic Disorder↗
PubMed2000

Integrating basic and applied research and the utility of Lattal and Perone's Handbook of research methods in human operant behavior.

Lattal and Perone's Handbook of methods used in human operant research on behavioral processes will be a valuable resource for researchers who want to bridge laboratory developments with applied study. As a supplemental resource, investigators are also encouraged to examine the series of papers in the Journal of Applied Behavior Analysis that discuss basic research and its potential for application. Increased knowledge of behavioral processes in laboratory research could lead to innovative solutions to practical problems addressed by applied behavior analysts in the home, classroom, clinic, and community.

Behavior Therapy↗
PubMed2000

Teaching children with autism to ask questions about hidden objects.

We taught 2 4-year-old children with autism to ask questions of an adult who held a closed box with a toy inside. The treatment package (modeling, prompting, and reinforcement) was evaluated with a multiple baseline design across the three question forms during training, generalization, and follow-up evaluations. The first question form ("What's that?") produced the name of the hidden item. The second form ("Can I see it?") produced sight of it, and the third form ("Can I have it?") produced the item itself. Both children learned to ask questions about hidden objects.

Autistic Disorder↗
PubMed1977

The nature of control by spoken words over visual stimulus selection.

Eight retarded adolescents were trained to select one (a trained S+) of two visual stimuli in response to a spoken word (a trained word). Two different visual stimuli alternated randomly as the S-. To determine if the spoken work was merely a temporal discriminative stimulus for when to respond, or if it also specified which visual stimulus to select, the subjects were given intermittent presentations of untrained (novel) spoken words. All subjects consistently selected the trained S+ in response to the trained spoken word and selected the previous S- in response to the untrained spoken words. It was hypothesized that the subjects were responding away from the trained S+ in response to untrained spoken words, and control by untrained spoken words would not be observed when the trained S+ was not present. The two visual S- stimuli selected on trials of untrained spoken words were presented simultaneously. The untrained spoken words presented on these trials no longer controlled stimulus selections for seven subjects. The results supported the hypothesis that previous control by spoken words was due to responding away from the trained S+ in response to untrained spoken words.

Adolescent↗
PubMed1982

Effects on spelling of training children to read.

Experiment 1 investigated whether training subjects to read words aloud would induce correct written spelling of the words even though spelling had no experimental consequences. Training in reading was followed by a weak increment in correct spelling. Experiment 2 investigated whether overtraining in reading would improve spelling more. Spelling improved as overtraining continued until the subjects spelled all the words correctly. Experiments 3 and 4 investigated the components of overtraining responsible for this improvement in spelling. Initial training in reading followed by repeated opportunities to look at (but not say aloud) the printed words resulted in the same gradual improvement in spelling as seen in Experiment 2. The results were related to Skinner's theory of verbal behavior and to studies of the relationship between speaking and instruction-following in children.

Journal Article↗