A comparison of simple versus elaborative verbal prompts on acquisition of picture associations.

The Childcare PhysicaL ActivitY (PLAY) policy was an evidence-informed, eight-item institutional-level policy document targeting children’s physical activity, outdoor play, and sedentary time. Nine childcare centers in London, Ontario, participated in this cluster, randomized controlled trial. Early Childhood Educators allocated to the experimental group, from five childcare centers in London, Ontario, implemented the policy for young children (18 months to 4 years) for 8 weeks and documented adherence to each policy item (i.e., dose) in daily logs. Program evaluation surveys ( n = 21) and interviews ( n = 10) were completed postintervention to assess Early Childhood Educators’ perspectives of feasibility, context, enjoyment, communication between researchers and childcare staff, and likelihood of future implementation. Descriptive statistics were calculated, and thematic analysis was conducted. Adherence to policy items ranged from 16.5% (for delivery of shorter, more frequent outdoor periods) to 85.9% (for delivery of unstructured/child-directed play). Participants reported effective communication between the research team and childcare centers (0 = not at all effective to 5 = very effective; M = 4.20; SD = 0.83) but noted that they were unlikely to continue the implementation of more frequent outdoor periods (0 = not at all likely to 5 = extremely likely; M = 2.19; SD = 1.21). Interview themes included weather as a prominent barrier and the use of verbal prompts as a solution for implementing the policy. As this was a small and short-term intervention, this pilot study offers important insight on larger scale policy interventions aimed at increasing physical activity and minimizing sedentary time among children enrolled in childcare.

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Abstract 274: Verbal Prompts During Pediatric Cardiopulmonary Resuscitation in Emergency Department: A Report From the Videography in Pediatric Emergency Resuscitation (VIPER) Collaborative

Circulation ◽

10.1161/circ.138.suppl_2.274 ◽

2018 ◽

Vol 138 (Suppl_2) ◽

Author(s):

Ichiro Watanabe ◽

Richard S Hanna ◽

Sage R Myers ◽

Benjamin Kerrey ◽

Mary Frey ◽

...

Keyword(s):

Age Groups ◽

Pediatric Emergency ◽

Ventilation Rate ◽

Chest Compressions ◽

Video Review ◽

Study Sites ◽

Verbal Prompts ◽

Monitor Device ◽

Monitoring Devices

Introduction: The quality of chest compressions (CC) is crucial for good outcomes for pediatric cardiac arrest. Verbal prompts from resuscitation leader or CPR coach may help to optimize it. The objective of this study is to describe the frequency of appropriate verbal prompts during pediatric CPR. We hypothesized that verbal prompts for CC would be given less frequently to infants compared to children. Methods: A report from the Videography In Pediatric Emergency Resuscitation (VIPER) Collaborative, a prospective observational database from three tertiary PEDs from December 2016 to April 2018. All study sites videorecord and review resuscitations and use a pressure sensor/monitor device during CPR. All events where chest compressions (CC) were performed under videorecorded conditions with the monitor device in use were eligible for inclusion. Events where real-time feedback from monitoring devices for CC was available were excluded (ages > 8). Data on CPR performance was collected by a combination of video review and monitor device; CC rate and depth and ventilation rate were extracted in time periods corresponding to individual CPR providers. Data on verbal prompts (time, who gave prompts, what prompt consisted of) were identified during video review. Results: There were 21 cases with total 182 providers included in database during study periods (infants: n=15, children: n=6). Verbal prompts for compression rate and depth were given in 14/21 (67%) of cases. 19/80 (24%) came from the resuscitation leader; 32/80 (40%) and from a CPR coach. 7 (3.9%) providers doing CC watched ZOLL monitor for feedback. Appropriate verbal prompts for CC rate were given to 4.2 % of providers in infants and 8.8 % in children (p=0.024). And 9.2% in infants and 10.5 % in children (p=0.064) were given to providers for CC depth. After adjusting by confounders, there weren’t any significant differences between age groups for both CC rate: OR1.22 (95%CI 0.49-3.05, P=0.670) and depth: OR 2.82 (95%CI 0.73-10.9, P=0.134). Conclusions: Verbal prompts frequency for CC rate and depth during pediatric CPR was described. There weren’t any significant differences between infants and children under 8 years old.

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Reducing Public Masturbation in Individuals With ASD: An Assessment of Response Interruption Procedures

Behavior Modification ◽

10.1177/0145445518824277 ◽

2019 ◽

Vol 44 (3) ◽

pp. 429-448 ◽

Cited By ~ 2

Author(s):

Catia Cividini-Motta ◽

Keira Moore ◽

Lauren M. Fish ◽

Jonathan C. Priehs ◽

William H. Ahearn

Keyword(s):

Physical Activities ◽

Automatic Reinforcement ◽

Future Research ◽

Clinical Implications ◽

Response Interruption And Redirection ◽

Evaluation Phase ◽

Adolescents With Autism ◽

Neutral Tone ◽

Response Interruption ◽

Verbal Prompts

Individuals with autism may engage in sexual behavior at inappropriate times and/or in inappropriate places. The current study investigated the effects of response interruption and redirection (RIRD) and response interruption (RI) on public masturbation (PM) of children and adolescents with autism. Initial assessments showed that PM was maintained by automatic reinforcement. During the treatment evaluation phase, we compared RIRD and RI to determine whether either procedure was successful in decreasing the duration of PM. In the RIRD condition, contingent on the occurrence of any PM the participant completed physical activities involving both hands (e.g., moving chairs, touching toes). In the RI condition, the therapist interrupted all instances of PM using physical and verbal prompts (e.g., saying in a neutral tone, “Stop that” and moving hands away from genitals). Both procedures were effective in decreasing the duration of PM but RI required fewer resources and less time. Clinical implications and suggestions for future research are reviewed.

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Increasing a Functional Skill for an Adolescent with Cortical Visual Impairment

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x9709100508 ◽

1997 ◽

Vol 91 (5) ◽

pp. 484-493 ◽

Cited By ~ 7

Author(s):

C. Farrenkopf ◽

D. McGregor ◽

S.L. Nes ◽

A.J. Koenig

Keyword(s):

Visual Impairment ◽

Treatment Strategies ◽

Single Subject ◽

Alternating Treatments Design ◽

Target Behavior ◽

Highly Effective ◽

Cortical Visual Impairment ◽

Drinking Behaviors ◽

Verbal Prompts

The effectiveness of two treatment strategies—verbal prompts and a physical prompt—on the the independent drinking skills of a 17-year-old girl with cortical visual impairment was investigated using a single-subject alternating treatments design in two settings. Ten natural drinking opportunities were observed in 43 sessions in the student's school and home. It was found that the physical prompt was highly effective in promoting the target behavior, whereas verbal prompts were less effective. Independent drinking behaviors appeared to have been maintained in both settings.

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The Application of a Self-Management Program on Instruction-Following Skills

Journal of the Association for Persons with Severe Handicaps ◽

10.1177/154079698901400206 ◽

1989 ◽

Vol 14 (2) ◽

pp. 147-154 ◽

Cited By ~ 14

Author(s):

Martin Agran ◽

Julie Fodor-Davis ◽

Stephen Moore ◽

Marlene Deer

Keyword(s):

Intellectual Disabilities ◽

Training Program ◽

Task Performance ◽

Skills Training ◽

Management Program ◽

Multiple Baseline ◽

Self Management ◽

Multiple Baseline Design ◽

Baseline Design ◽

Verbal Prompts

The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.

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The Effectiveness of Two Strategies for Teaching Students with Blindness and Mental Retardation

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x9609000208 ◽

1996 ◽

Vol 90 (2) ◽

pp. 125-133

Author(s):

G.M. Lane

Keyword(s):

Mental Retardation ◽

Multiple Disabilities ◽

Severe Mental Retardation ◽

Verbal Information ◽

Alternating Treatments Design ◽

Crossmodal Transfer ◽

Manual Task ◽

Total Blindness ◽

Manual Tasks ◽

Verbal Prompts

To investigate the crossmodal transfer effects of verbal information to the performance of manual tasks, this study compared the effectiveness of two strategies—manual guidance only and manual guidance plus verbal prompts—with students whose multiple disabilities included total blindness and severe mental retardation. Within the framework of an alternating treatments design, the two strategies were differentially applied to two tasks. The results suggest that prompting methods that require shifting verbal information to the performance of a manual task may interfere with the learning of students with such multiple disabilities.

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Naturalistic Observations of Nonverbal Children with Autism: A Study of Intentional Communicative Acts in the Classroom

Child Development Research ◽

10.1155/2013/296039 ◽

2013 ◽

Vol 2013 ◽

pp. 1-10 ◽

Cited By ~ 4

Author(s):

Samantha Drain ◽

Paul E. Engelhardt

Keyword(s):

Children With Autism ◽

Picture Exchange Communication System ◽

Intentional Communication ◽

Communicative Acts ◽

Form And Function ◽

School Day ◽

Nonverbal Children ◽

And Function ◽

Verbal Prompts ◽

Typical School

We examined evoked and spontaneous communicative acts in six nonverbal children with autism (10–15 years, M = 12.8, SD = 2.1). All participants attended the same special school for children with autism but were in different classes. Each was observed for 30 minutes during a typical school day. An observer coded the presence/absence of an antecedent, the form and function of the communicative act, and the teacher’s response to the child. One hundred and fifty-five communicative acts were observed, 41% were spontaneous and 59% were evoked. The main antecedents to evoked communicative acts were verbal prompts, and most of the evoked communicative acts were physical in nature (i.e., motor acts and gestures). However, verbalizations and the use of the Picture Exchange Communication System (PECS) were higher for spontaneous communicative acts. The functions of spontaneous communicative acts were primarily requests. Results showed a substantial number of “nonresponses” from teachers, even following evoked communicative acts. These results suggest that teachers may not actively promote intentional communication as much as possible. Therefore, our findings provide information concerning ways in which educators could facilitate intentional communication in non-verbal children with autism.

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US and Chinese perceptions of simulated US courtesy

Worldwide Hospitality and Tourism Themes ◽

10.1108/whatt-10-2015-0035 ◽

2016 ◽

Vol 8 (1) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Jing Li ◽

Bonnie Canziani ◽

Yuchin Hsieh

Keyword(s):

English Language ◽

Emotional Responses ◽

Eye Contact ◽

Cultural Tourism ◽

Web Based ◽

Content Type ◽

Chinese Perceptions ◽

Language Communication ◽

Verbal Prompts ◽

Chinese Subjects

Purpose – The purpose of this study was to identify similarities and differences in US and Chinese subjects’ emotional responses to and perceptions of courtesy of simulated English-language communication prompts. Design/methodology/approach – Data were collected through a web-based stimulus administered on US and Chinese students. Subject responses to eye contact and smile images and a set of verbal expressions were measured on ratings of emotion and courtesy. Findings – Smiling with direct eye contact and warmed-up verbal expressions were found to elicit a higher level of emotional response and were perceived as viable server politeness cues. US and Chinese participants had similar responses to facial and verbal prompts. Originality/value – This paper contributes to understanding about service employee cues, such as courtesy, that can influence service quality in a cross-cultural tourism setting.

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