Rehabilitants’ conscientiousness as a moderator of the intention–planning-behavior chain.

2018 ◽  
Vol 63 (3) ◽  
pp. 460-467 ◽  
Author(s):  
Sonia Lippke ◽  
Sarah Pomp ◽  
Lena Fleig
Keyword(s):  



1986 ◽  
Vol 11 (3) ◽  
pp. 196-204 ◽  
Author(s):  
Pam Hunt ◽  
Lori Goetz ◽  
Morgen Alwell ◽  
Wayne Sailor

Three students with severe disabilities were taught to request items or events within four interrupted behavior chain contexts. When interrupted behavior chain procedures were in effect, a typical operant instructional trial for teaching communication responses was inserted into the middle of an ongoing predictable sequence of behaviors such as brushing teeth or playing ball. Throughout the baseline and intervention phases, generalization probes were conducted to determine whether the newly acquired responses would be performed within behavior chains not yet used for instruction. The results demonstrated that for each of the three students the communicative function and the response form acquired within one behavior chain context generalized without further instruction to at least two chains in which training had not yet occurred. Moreover, for two of the students the picture discrimination skills required for selection of the appropriate content for each communication response generalized to nontraining contexts.



Polymer ◽  
2020 ◽  
Vol 205 ◽  
pp. 122783 ◽  
Author(s):  
Brad H. Jones ◽  
Todd M. Alam ◽  
Sangwoo Lee ◽  
Mathew C. Celina ◽  
Joshua P. Allers ◽  
...  


1971 ◽  
Vol 91 (2) ◽  
pp. 295-298
Author(s):  
In-Mao Liu ◽  
Hsen-Hsing Ma
Keyword(s):  




1989 ◽  
Vol 14 (2) ◽  
pp. 91-100 ◽  
Author(s):  
Morgen Alwell ◽  
Pam Hunt ◽  
Lori Goetz ◽  
Wayne Sailor

Three students with severe disabilities were taught to request items or events within interrupted behavior chain contexts. The interrupted behavior chain strategy involved inserting a typical instructional trial into the midst of an ongoing predictable sequence of behaviors such as getting a jacket and going outside or obtaining and operating a simple toy. Additionally, generalization probes were conducted in a variety of nontraining settings to determine whether responses taught within interrupted routines would generalize to “out-of-routine” contexts in which the child requested items to begin, rather than to resume, an activity. The results demonstrated that for each of the three students the responses acquired within interrupted chains of behavior generalized to a variety of naturally occurring, out-of-routine contexts and are discussed in relation to teaching self-initiated communicative behaviors.





Author(s):  
Azadeh DinparastDjadid ◽  
John D. Lee ◽  
Chris Schwarz ◽  
Timothy L. Brown ◽  
Pujitha Gunaratne

Drivers’ steering adjustments can be categorized into one-time and chain corrections. One-time corrections lead to no further steering corrections for a minimum of one second, while chain corrections have at least two consecutive steering actions. Chain corrections represent a novel indicator of steering instability. Evolving vehicle dynamics along with drivers’ state and situational factors can cause these different correction types. In a driving simulator study, drivers’ experienced different roadway widths with and without distraction. The results show that higher steering wheel angle values at the beginning or end of a correction lead to chain corrections and the duration of these corrections tends to be shorter than adjustments not leading to chain corrections. Exploring the underlying causes of different corrections can guide efforts to model drivers’ control actions in recovering from distractions and in taking over control during automation failures.



2009 ◽  
Author(s):  
David Martin ◽  
Robert Chernoff ◽  
Michael Buitron ◽  
Lynn McFarr


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