1 |
The Effect of the Establishment of Conditioned Reinforcement for Reading Content on Second-Graders’ Reading Achievement
|
|
|
|
In: Behav Anal Pract (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Mastery of Echoics in Chinese Establishes Bidirectional Naming in Chinese for Preschoolers with Naming in English
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Multiple Exemplar Instruction and the Emergence of Generative Production of Suffixes as Autoclitic Frames
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism
|
|
|
|
Abstract:
We used a delayed non-concurrent pre- and post-intervention probe design to test the effects of a voice conditioning protocol (VCP) with 3 preschoolers with autism on (a) rate of acquisition of listener curricular objectives, (b) observing voices and the presence of adults across 3 settings, (c) selecting to listen to adults tell stories in free play setting, and (d) the occurrence of stereotypy in the story setting. The VCP conditioned voices as reinforcers for listening to recordings of voices via stimulus-stimulus pairing, which resulted in the children listening to audio recordings of voices in 90% of intervals in 5-min concurrent-operant preference tests. After voices became conditioned reinforcers, all 3 children's learning accelerated; 2 children's observing responses increased in the 3 settings; and 2 children selected to listen to stories and also showed decreased stereotypy in the story setting. The data suggest that conditioned reinforcement for observing responses may be a verbal behavior developmental cusp that acts to accelerate learning that involves listening, and that the cusp may be induced using the VCP.
|
|
Keyword:
Articles
|
|
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3139548 http://www.ncbi.nlm.nih.gov/pubmed/22532758
|
|
BASE
|
|
Hide details
|
|
10 |
Establishing Naming in Typically Developing Two-Year-Old Children as a Function of Multiple Exemplar Speaker and Listener Experiences
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The Emergence of Autoclitic Frames in Atypically and Typically Developing Children as a Function of Multiple Exemplar Instruction
|
|
|
|
BASE
|
|
Show details
|
|
14 |
How Kids Learn to Say the Darnedest Things: The Effect of Multiple Exemplar Instruction on the Emergence of Novel Verb Usage
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The Induction of Naming in Children with No Prior Tact Responses as a Function of Multiple Exemplar Histories of Instruction
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Novel Dictation and Intraverbal Responses as a Function of a Multiple Exemplar Instructional History
|
|
|
|
BASE
|
|
Show details
|
|
17 |
The Emergence of the Listener to Speaker Component of Naming in Children as a Function of Multiple Exemplar Instruction
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Emergence of untaught mands or tacts of novel adjective-object pairs as a function of instructional history
|
|
|
|
BASE
|
|
Show details
|
|
|
|