Development of intraverbal behavior in mentally retarded individuals through transfer of stimulus control procedures: Classification of verbal responses

1983 ◽  
Vol 4 (4) ◽  
pp. 279-302 ◽  
Author(s):  
Steven J. Braam ◽  
Alan Poling
Keyword(s):  
Stimulus Control ◽  
Mentally Retarded ◽  
Transfer Of Stimulus Control ◽  
Verbal Responses ◽  
Intraverbal Behavior ◽  
Control Procedures

Crossmodal Transfer of Stimulus Control: Preparing Students with Severe Multiple Disabilities for Audiological Assessment

1983 ◽  
Vol 8 (4) ◽  
pp. 3-13 ◽  
Author(s):  
Lori Goetz ◽  
Kathy Gee ◽  
Wayne Sailor
Keyword(s):  
Stimulus Control ◽  
Multiple Disabilities ◽  
Classroom Setting ◽  
Transfer Of Stimulus Control ◽  
Crossmodal Transfer ◽  
Hearing Status ◽  
Auditory Mode ◽  
Sensory Channel ◽  
Severely Handicapped ◽  
Control Procedures

Crossmodal transfer of stimulus control procedures was used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstrate reliable responses to stimuli presented in the auditory mode. As a result, all three students were able to participate in formal audiometric evaluations of their hearing status. Procedures were designed to be replicable in a typical classroom setting serving severely handicapped students. Results are discussed in terms of their utility in facilitating audiological testing for untestable persons and in terms of implications for teaching students functional use of the auditory sensory channel.

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation

2015 ◽  
Vol 32 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Matthew G. Swerdan ◽  
Rocío Rosales
Keyword(s):  
Stimulus Control ◽  
Children With Autism ◽  
Future Research ◽  
Control Procedure ◽  
Transfer Of Stimulus Control ◽  
Alternating Treatments Design ◽  
Textual Prompts ◽  
Students With Autism ◽  
Adapted Alternating Treatments Design

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8–15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.

scholarly journals Alignment and Proficiency of Virgin Olive Oil Sensory Panels: The OLEUM Approach

Foods ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 355 ◽  
Author(s):  
Sara Barbieri ◽  
Karolina Brkić Bubola ◽  
Alessandra Bendini ◽  
Milena Bučar-Miklavčič ◽  
Florence Lacoste ◽  
...  
Keyword(s):  
Quality Control ◽  
Decision Tree ◽  
Olive Oil ◽  
Reference Materials ◽  
Virgin Olive Oil ◽  
Sensory Data ◽  
Physical Chemical ◽  
Control Procedures ◽  
Reliable Classification

A set of 334 commercial virgin olive oil (VOO) samples were evaluated by six sensory panels during the H2020 OLEUM project. Sensory data were elaborated with two main objectives: (i) to classify and characterize samples in order to use them for possible correlations with physical–chemical data and (ii) to monitor and improve the performance of panels. After revision of the IOC guidelines in 2018, this work represents the first published attempt to verify some of the recommended quality control tools to increase harmonization among panels. Specifically, a new “decision tree” scheme was developed, and some IOC quality control procedures were applied. The adoption of these tools allowed for reliable classification of 289 of 334 VOOs; for the remaining 45, misalignments between panels of first (on the category, 21 cases) or second type (on the main perceived defect, 24 cases) occurred. In these cases, a “formative reassessment” was necessary. At the end, 329 of 334 VOOs (98.5%) were classified, thus confirming the effectiveness of this approach to achieve a better proficiency. The panels showed good performance, but the need to adopt new reference materials that are stable and reproducible to improve the panel’s skills and agreement also emerged.

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