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Results for “Verbal Behavior”

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At least 1,783 records · Page 99Linked to original sources
PubMed1984

Effects of two antecedent conditions on vocalization frequency of severely retarded children.

Rather than concentrating exclusively on consequences in early vocal instruction, the manipulation of antecedent conditions has been recommended. Few empirical data have been collected on the effect of different antecedent events. Therefore, a series of three experiments was conducted with three severely retarded children to investigate the vocalization-producing potential of two antecedent conditions: adult talk, a commonly cited antecedent, and adult silence. The conditions were evaluated using a modified alternating treatments design. In Experiment 1, 5 min of continuous adult talk was alternated with 5 min of adult silence; the results indicated that adult silence occasioned more vocalizations than did adult talk. In Experiment 2, a mixed (alternating 30-s periods of silence and talk) condition was compared to a silence condition; again the results indicated a higher frequency of vocalization during the silence condition. In Experiment 3, a modified talk (a question or comment presented every 10 s) condition was compared to a silence condition; the results indicated that the two conditions occasioned similar vocalization frequencies for two children, and the questions/comments condition occasioned more vocalizations for one child. In addition to studying optimal conditions for adult talk, the present investigation provides a methodology for deriving empirical data on the effects of differing antecedent conditions on vocalization frequencies.

Child↗
PubMed1982

The effects of situations and situation transitions on maternal and infant behavior.

Mothers and their firstborn year-old infants (30 girls, 30 boys) were observed during two counterbalanced situations. In the noninteraction situation, mothers were not to initiate interaction; during interaction mothers were free to interact. Maternal and infant behavior were dependent upon both the situation examined and how it compared to the previous situation. During interaction, mothers directed more behavior toward their infants than during noninteraction; this effect was intensified when noninteraction preceded interaction. Infant looking and proximity-seeking were greater during interaction than during noninteraction, while the reverse was true for touching and vocalization. A decrease in the level of interaction resulted in increases in infant behavior, while the reverse transition was associated with a more variable pattern. Two models describe the interrelationships between changes in maternal and infant behavior. In a reciprocal system, increases by the mother in a given behavior, or in the general interactive level are related to decreases in infant behavior, and vice versa. In an incremental system, any change in maternal behavior is met by increases in infant behavior.

Female↗
PubMed1976

Symptom alleviation in the hyperactive child by dietary modification: a report of two cases.

Case reports are presented of two hyperactive preschool boys, one with severe cognitive and one with emotional problems, treated as a last resort with the Kaiser-Permanente elimination diet. Outcomes suggest further study of the effectiveness of the diet in alleviating symptoms of hyperactivity, especially in the preschool child who is unresponsive to medication and whose hyperactivity may be compounded by other developmental and emotional problems.

Affective Symptoms↗
PubMedDate not supplied

Spontaneous talkers among students with learning disabilities: implications of right cerebral dysfunction.

Experimental studies and clinical observations have indicated that right-hemisphere lesions produce impulsive talkative behavior. An exploratory study was conducted to investigate whether right-cerebral dysfunction would be evident in the intelligence test scores of talkative students with learning disabilities. Limitations and implications of the study are discussed.

Attention↗
PubMedDate not supplied

Perceptions of family caregivers' psychosocial behavior when communicating with spouses who have Alzheimer's disease.

The literature for caregivers of persons with Alzheimer's disease (AD) notes the importance of attending to the linguistic and psychosocial dimensions of communication. The objective of this study was to investigate the relationship between psychosocial aspects of caregivers' behavior and communication outcomes for persons with AD and their spousal caregivers. In the first part of the study, we selected 40 segments of audio-recorded conversations between persons with AD and their spouses. We then asked 20 healthy seniors who were not caregivers to listen to and read the conversation segments and evaluate each segment along four psychosocial dimensions. They were also asked to independently rate how smooth the communication was in each segment. We hypothesized that when caregivers' speech is perceived to be respectful, caring, not controlling, and/or it ascribes competence to their spouses, it would be associated with more effective communication. Our results supported these hypotheses in that communication was more likely to be rated higher in smoothness when the content and manner of caregivers' speech were perceived to have positive psychosocial qualities. The findings have implications for training caregivers on effective psychosocial behavior when interacting with persons who have AD.

Aged↗
PubMed1984

Alcohol-influenced changes in activation peaking during paired-associate verbal learning.

Activation response patterning, termed activation peaking, was examined to understand the effects of alcohol intoxication on complex information processing. A total of 23 men social drinkers were divided into alcohol and placebo groups: Ns = 10 and 13, respectively. The alcohol group was administered enough alcohol to obtain blood alcohol levels of at least 10 mg/dl. Heart rate and skin conductance was measured before and during paired-associate learning. Learning consisted of a random presentation of eight letter-word pairs followed by the presentation of letters only, with subjects required to remember the associated word. Results showed a clear pattern of peripheral activation related to verbal learning behavior in the alcohol group, with no differences between the groups in verbal learning performance.

Adult↗
PubMed1974

Producing generative sentence usage by imitation and reinforcement procedures.

Three retarded subjects and two developmentally normal toddlers were trained using imitation and reinforcement procedures to use correct sentences. The experimental task was to use sentences with correct subject-verb agreement to describe pictures that were presented to the subjects. Two classes of sentences were taught: those involving a plural subject that required the use of the verb "are" (for example, "the boys are running") and those involving a singular subject that required the use of the verb "is" (for example, "the boy is running"). The basic design of the study involved multiple baselines for each class of sentences. Four of the subjects began to produce novel, untrained sentences of a particular type to generalization probe pictures when that particular class of sentence was currently being trained. Thus, the imitation and reinforcement procedures appeared to be functional in producing generative sentence usage for both types of sentences. One subject produced correct sentences to both singular and plural probe pictures when only "is" sentences had been taught. A reversal procedure and retraining phase indicated that for this subject, imitation and reinforcement procedures for training one class of sentence behavior seemed functional in producing generative responses of the other class of sentences.

Adult↗
PubMed1991

Facilitating conversation through self-initiated augmentative communication treatment.

We examined the conversational skills of 2 adult males with severe motor and speech deficits resulting from cerebral palsy. A multiple baseline design across subjects was used to determine the effectiveness of an intervention strategy designed to teach them to use an augmentative communication system (Touch Talker) independently. The dependent measure was the number of conversation initiations relative to conversation reactions during spontaneous communication across baseline and treatment. The treatment included specific training on using the augmentative system to participate in communication. Once the intervention began, the production of conversation initiations accelerated at a rapid rate. The treatment program was effective in training the subjects to use the augmentative system to increase conversation participation. These results demonstrate that training on the operation of the device alone is not sufficient to ensure improvement in conversation performance, and that it is important to incorporate direct conversational treatment when providing instruction on the use of augmentative communication systems for severely speech-impaired individuals.

Adult↗
PubMed2006

The efficacy of noncontingent escape for decreasing children's disruptive behavior during restorative dental treatment.

We evaluated the effectiveness of a dentist-implemented behavioral intervention in which brief escape from dental treatment was provided on a regular basis, independent of the child's behavior. Within a multiple baseline design across subjects, 5 children, ages 4 to 7 years, were provided with temporary escape from dental treatment on a fixed-time schedule. The intervals were signaled by an electronic timer worn by the dentist. Clinically significant reductions were observed in physically disruptive behavior across all 5 children with the introduction of noncontingent escape, and verbally disruptive behavior was markedly reduced in 4 of the 5 children. In addition, the dental staff s use of physical restraint was reduced to near zero across all 5 children. The research extends the literature in both clinical dentistry and in applied behavior analysis by demonstrating that a dentist can easily and effectively implement noncontingent reinforcement to produce clinically significant and socially important changes in children's health behavior.

Attention Deficit and Disruptive Behavior Disorder↗
PubMed1989

Reliability and reactivity of self-recording by preschool children.

Reliability and reactivity are two important aspects of self-recording which have been studied in school-age children and adults. Little research on reliability and reactivity of self-recording by preschool children is available. The reliability of preschool children as recorders of their own behavior and whether reactive changes (or increases in behavior) occurred as a result of self-monitoring were evaluated. Two types of training in self-monitoring (didactic instruction vs guided practice) were received by two independent groups of 6 preschool children. Reliable self-recording for children ages 4 through 5 was not attained. Reactive changes in the recorded behavior were not observed.

Awareness↗