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Results for “Generalization, Stimulus”

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PubMed1976

Generalization of behaviour therapy with psychotics.

Generalization of improvement in the behavioural treatment of psychotic patients must be planned in after-care settings, and for durability over time. The transfer of clinical gains is not an automatic by-product of treatment with severely and chronically impaired mental patients. Treatment strategies that facilitate generalization from hospital to community are illustrated in a case study using empirical data. Systematic and specific treatment programmes were co-ordinated between a state hospital ward and a community-based day hospital. Setting step-wise and limited goals is a feature of successful outcomes. Maintaining consistency in reinforcement contingencies from hospital to community settings, using natural reinforcers, pinpointing functional behaviours as therapeutic goals, over-learning, and training natural caregivers are methods that promote generalization.

Activities of Daily Living↗
PubMed1979

Neuromuscular transmission in Peripatus.

The electrical and mechanical responses of body, leg and jaw muscle of Peripatus to electrical excitation of their motor-nerves were examined. A small twitch was obtained from each muscle, whose strength increased stepwise with increasing stimulus strength. In jaw and body muscles as many as ten increments in height were obtained with increasing stimulus strength. Only a single twitch height was obtained from the claw retractor muscle. Tetanus:twitch ratio under supraminal stimulation was less than 2:1 for jaw muscles, about 50:1 for the claw retractor and about 6:1 for muscles moving the legs. The jaw-muscle twitch duration was 0.6 s, that for the leg muscles 1.2 s and for body muscles about 3.0 s. Large miniature junctional potentials were frequently recorded regardless of electrode location. Responses to neural stimulation consing stimulus strength, generally with three steps. With repetitive stimulation, facilitation of the second and third junctional potentials occurred, plus summation. A few fibres gave spikes to a single shock: most gave a few spikes sporadically, during repetitive stimulation only. No abrupt tension increments occurred in whole muscles when individual fibres spiked. We saw no evidence for peripheral inhibitory axons. The excitation of Peripatus muscle is by local graded junctional potentials at distributed nerve-on-muscle fibre synapses, together with action potentials. The latter are initiated only by larger junctional potentials compounded of multiple smaller ones summated and/or facilitated. The details of neuromuscular physiology are not compatible with the phylogenetic status commonly proposed for Peripatus.

Action Potentials↗
PubMed1980

Early emotion.

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Adult↗
PubMed1977

Social-skills training for unassertive children: a multiple-baseline analysis.

The effects of social-skills training consisting of instructions, feedback, behavior rehearsal, and modelling were examined in a multiple-baseline analysis in four unassertive children. The treatment was effective in that the behaviors selected for modification changed markedly. The effects of treatment generalized from trained to untrained items (interpersonal situations requiring assertive responding) and gains were maintained at the two-and four-week followup probe sessions. In addition, overall assertiveness in all subjects increased from baseline assessment to the conclusion of treatment and into followup.

Behavior Therapy↗
PubMed1977

Assessing and training teachers in the generalized use of behavior modification with autistic children.

This study investigated the feasibility of developing reliable, valid criteria for measuring and training the skills necessary to teach autistic children. The behaviors of 11 teachers and 12 autistic children were recorded in a series of different teaching situation. Teacher-training was initiated at different times for different teachers. The results showed: (1) it was possible to asses empirically whether a teacher was correctly using defined behavior-modification techniques; (2) generally, for any given session, systematic improvement in the child's behavior did not occur unless the teacher working in that session had been trained to use the techniques to a hight criterion; (3) all 11 teachers were rapidly trained to use these techniques; and (4) the teachers learned generalized skills effective with a variety of children and target behaviors.

Adolescent↗
PubMed1981

"Do I have to be good all day? The timing of delayed reinforcement as a factor in generalization.

Delayed reinforcement, sometimes delivered just after the setting in which the critical behavior had occurred (Early), and sometimes delivered only after several further settings had been encountered (Late), was used to improve a variety of behaviors in seven preschool children, and to control their generalization. Performance of those behaviors was measured in two classroom settings: the Contingent setting, within which performance of the specified behavior determined the latter (Early or Late) reinforcement, and the Generalization setting, in which there were no experimental contingencies, immediate or delayed, for the performance of the same behavior. Performances by all children in the Contingent setting were controlled by delayed reinforcement, whether Early or late. All children showed consistent generalization from the Contingent setting to the Generalization setting during the Late condition, when reinforcement was delivered at the end of the school day. Generalization did not occur during the Early condition, when reinforcement was provided immediately after the Contingent setting (prior to the Generalization setting), unless that condition had been preceded by a Late condition (as it was for S6 and S7). The results suggest that the Late timing of delayed reinforcement was an effective and efficient generalization-promotion technique for performances that did not generalize spontaneously.

Behavior Therapy↗
PubMed1984

Establishing generative yes/no responses in developmentally disabled children.

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, "Is this a ----?", followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, "Do you want ----?". Increases in correct responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to "Is this a ----?" questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.

Child↗
PubMed1985

Teaching between-class generalization of toy play behavior to handicapped children.

In this study, young children with severe and moderate handicaps were taught to generalize play responses. A multiple baseline across responses design, replicated with four children, was used to assess the effects of generalization training within four sets of toys on generalization to untrained toys from four other sets. The responses taught were unique for each set of toys. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. No generalization occurred to another class of toys that differed from the previous sets in that they produced a reaction to the play movement (e.g., pianos). Implications for conducting research using strategies based on class interrelationships in training contexts are discussed.

Child↗
PubMed1987

Cues-pause-point language training: teaching echolalics functional use of their verbal labeling repertoires.

We evaluated the direct and generalized effects of cues-pause-point language training procedures on immediate echolalia and correct responding in two severely retarded females. Two experiments were conducted with each subject in which the overall goal was to encourage them to remain quiet before, during, and briefly after the presentation of questions and then to verbalize on the basis of environmental cues whose labels represented the correct responses. Multiple baseline designs across question/response pairs (Experiment I) or question/response pairs and settings (Experiment II) demonstrated that echolalia was rapidly replaced by correct responding on the trained stimuli. More importantly, there were clear improvements in subjects' responding to untrained stimuli. Results demonstrated that the cues-pause-point procedures can be effective in teaching severely retarded or echolalic individuals functional use of their verbal labeling repertoires.

Adolescent↗
PubMed1989

The use of behavioral assessment to prescribe and evaluate treatments for severely handicapped children.

Behavioral assessment procedures were used to prescribe and evaluate treatments of maladaptive behavior for 2 children with severe multiple handicaps. In Experiment 1, the results of an assessment of reinforcer preference were used in conjunction with a functional analysis of the conditions maintaining self-injurious behavior to prescribe a treatment for a child with severe disabilities. The treatment procedure involved the use of a pressure-sensitive microswitch to activate reinforcing stimuli during two solitary conditions, during which self-injurious behavior had occurred at high rates. The results were evaluated with a multiple baseline across settings design and indicated that self-injury decreased with concomitant increases in microswitch activation. Results were maintained at 6 weeks, 8 weeks, and 6 months. In Experiment 2, the results of behavioral assessments of reinforcer preference and self-injurious behavior were combined to develop a treatment for a second severely handicapped child, who exhibited high rates of self-injury in demand situations. This treatment was evaluated with a multiple baseline across tasks design and resulted in the elimination of self-injury for up to 15 months.

Behavior Therapy↗