Increasing and Maintaining Withdrawn Preschoolers' Peer Interactions: Effects of Double Prompting and Booster Session Procedures

1993 ◽  
Vol 19 (1) ◽  
pp. 54-66 ◽  
Author(s):  
David P. Lindeman ◽  
James J. Fox ◽  
Paul S. Redelheim
Keyword(s):  
Positive Response ◽  
Peer Interactions ◽  
Classroom Teacher ◽  
Multiple Baseline ◽  
Booster Session ◽  
Baseline Design ◽  
Social Initiations ◽  
The Social ◽  
Booster Sessions

The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. A multiple baseline design across subjects was employed to evaluate these procedures. Double-prompting and contingent social praise involved having the classroom teacher prompt and praise the initiations and responses of the subjects and their peers to one another. The behaviors that were prompted — play organizers, shares, and assists — had previously been shown to be effective in setting the occasion for a positive response from peers. When maintenance of increased target initiations was not forthcoming, booster sessions were used to maintain subject initiations during follow-up. The results indicated that (a) the intervention procedures increased the subjects' play organizer, share, and assist initiations, (b) subjects' and peers' responses to one another's initiations did not have to be prompted, (c) there were collateral increases in nontargeted social initiations of the subjects, (d) there were smaller increases in the initiations of peers, (e) booster sessions functioned to increase initiations temporarily and (f) subjects' extended interactions with peers increased during intervention and remained high regardless of whether or not booster sessions were applied during follow-up.

Modification of Stereotypic Rocking of a Blind Adult

1988 ◽  
Vol 82 (3) ◽  
pp. 107-108 ◽  
Author(s):  
J.N. Felps ◽  
R.J. Devlin
Keyword(s):  
Behavior Change ◽  
Social Validity ◽  
Multiple Baseline ◽  
Residential School ◽  
Dramatic Reduction ◽  
Low Level ◽  
Falling Asleep ◽  
The Social ◽  
Mainstream Society

A device to prevent drivers from falling asleep was used to reduce stereotypic rocking in an adult blind student in a residential school. His rocking was the chief obstacle to employment and to acceptance into mainstream society. A multiple baseline across situations was used. A dramatic reduction in rocking was observed. Follow-up data related to maintaining a low level of rocking and to the social validity of the behavior change were collected. The subject's insightful comments on the effectiveness of the device were reported and discussed in the conclusions. Suggestions for additional research were included.

A Cognitive Approach to Reducing Stereotypic Head Rocking

1991 ◽  
Vol 85 (1) ◽  
pp. 17-19 ◽  
Author(s):  
D.B. Ross ◽  
A.J. Koenig
Keyword(s):  
Blind Subject ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Cognitive Approach ◽  
Baseline Design ◽  
Integrated Placement ◽  
The Subject ◽  
Rocking Behavior

The purpose of this study was to introduce a cognitive, nonintrusive method of controlling head-rocking behavior in an 11-year-old blind subject in an integrated placement. The intervention involved having the subject place his hand on his cheek or chin when prompted that he was rocking his head. A multiple-baseline design across four settings, both instructional and social, was employed to evaluate the effects of the procedure. The subject demonstrated significant decreases in head rocking during intervention, as well as generalization during follow-up, when no intervention was employed.

A Competency-Based “Hands-On” Training Package for Direct-Care Staff

1987 ◽  
Vol 12 (1) ◽  
pp. 67-71 ◽  
Author(s):  
Mary R. Burch ◽  
Maxin L. Reiss ◽  
Jon S. Bailey
Keyword(s):  
Care Facility ◽  
Direct Care ◽  
Care Staff ◽  
Multiple Baseline ◽  
Direct Care Staff ◽  
Baseline Design ◽  
Training Package ◽  
Hands On ◽  
Competency Based

This study evaluated the effectiveness of a “hands-on” and videotape training package in teaching direct care staff in an Intermediate Care Facility to conduct daily activities for persons labeled profoundly mentally retarded. A proficiency checklist of desired staff behaviors was developed and staff were provided with hands-on competency-based training. With the use of a multiple baseline design (across two groups of staff), it was shown that staff performance in conducting the activities improved after the training was implemented, and that skills maintained at a 3-week follow-up check.

scholarly journals Effects of Intervention on Differential Treatment of Boys and Girls in Elementary Physical Education Lessons

1986 ◽  
Vol 5 (3) ◽  
pp. 166-175 ◽  
Author(s):  
Raymond R. Dunbar ◽  
Mary M. O’Sullivan
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Corrective Feedback ◽  
Multiple Baseline ◽  
Interaction Patterns ◽  
Teacher Interaction ◽  
Intervention Package ◽  
Baseline Design ◽  
Elementary Physical Education

This study examined the effects of verbal and graphic feedback on the distribution of teacher verbal behaviors (positive and corrective feedback, praise, desist, and questioning) and the teacher’s use of student demonstrators during elementary coeducation physical education lessons. Data were collected over a 3-month period on two female nonphysical education specialist elementary teachers. A multiple baseline design was used to show the efficacy of the treatment. The results indicated that in baseline both teachers interacted with boys and girls inequitably on all variables. The intervention package and daily follow-up were influential in establishing more equitable teacher interaction patterns with boys and girls. The teachers’ use of demonstrators was also distributed more equitably between boys and girls following the intervention.

Cognitive Therapy of Depression and Counterdemand Effects: A Pilot Study

1987 ◽  
Vol 60 (2) ◽  
pp. 555-560 ◽  
Author(s):  
Lionel Collet ◽  
Jean Cottraux ◽  
Robert Ladouceur
Keyword(s):  
Pilot Study ◽  
Cognitive Therapy ◽  
Beck Depression Inventory ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Beneficial Effects ◽  
Therapeutic Benefits ◽  
End Of Treatment ◽  
Depressive Patients

A multiple-baseline design with counterdemands instructions was used to evaluate the efficacy of cognitive therapy in five depressed patients. Depression measures (MMPI, Hamilton, and Beck Depression Inventory) showed that all the patients were improved at the end of treatment and therapeutic benefits were maintained at a 1-yr. follow-up. These results confirmed the beneficial effects for depressive patients of cognitive therapy with stringent methodological controls.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Peer Social Initiations: Effective Intervention for Social Skills Development of Exceptional Children

1986 ◽  
Vol 52 (6) ◽  
pp. 543-551 ◽  
Author(s):  
Phillip S. Strain ◽  
Samuel L. Odom
Keyword(s):  
Social Skills ◽  
Peer Interactions ◽  
Skills Development ◽  
Naturalistic Study ◽  
Exceptional Students ◽  
Exceptional Children ◽  
Social Initiations ◽  
The Social ◽  
Negative Side Effects ◽  
Social Responding

Deficits in the area of social skills represent one of the more pervasive disabilities exhibited by exceptional children. The social initiation intervention, in which nonhandicapped children are taught to direct social overtures to exceptional students, is one tactic that has been found repeatedly to result in positive social behavior change. This intervention technique derives primarily from the naturalistic study of peer interactions that show the predictable influence of social initiations on the behavior of interacting partners. Extensive evaluations of this technique have revealed no negative side effects on peer trainers and increases in the social responding, social initiations, and length of exchanges for target childen.

Effects of Vestibular Stimulation on Sitting Behaviors among Preschoolers with Severe Handicaps

1985 ◽  
Vol 10 (3) ◽  
pp. 137-145 ◽  
Author(s):  
Tracy Kuharski ◽  
Jane Rues ◽  
Debbie Cook ◽  
Doug Guess
Keyword(s):  
Vestibular Stimulation ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Severe Handicaps ◽  
The Subject

A multiple baseline design across subjects was used to assess the effect of vestibular stimulation on the acquisition of erect and symmetrical sitting of preschoolers with severe and multiple handicaps. The subjects were three children aged 3-5 with various handicapping conditions. Measurements of erect and symmetrical sitting were taken in separate 3-minute time samples following vestibular stimulation. All three subjects made gains in erect sitting. Results from the symmetrical sitting measure were less conclusive. The two subjects with athetosis appeared to maintain these gains across a 4-month follow-up period while the subject with hypertonicity did not.

Teaching Middle School Students with Learning Disabilities to Solve Word Problems Using a Schema-Based Approach

1999 ◽  
Vol 20 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Asha K. Jitendra ◽  
Kathryn Hoff ◽  
Michelle M. Beck
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Multiple Baseline ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Word Problem Solving ◽  
Baseline Design

The present study investigated the effectiveness of a schema strategy on the mathematical word-problem-solving performance of 4 sixth- and seventh-grade students (2 girls, 2 boys) with learning disabilities. A multiple-baseline design across students and across two behaviors was used. Results indicated that the schema strategy led to an increase in word-problem-solving performance for all 4 students. Further, these results were maintained at a 2 and 4 weeks follow-up, and all 4 students' performance on two-step word problems (M = 86% correct) at the end of the study surpassed that of the normative sample (M = 54% correct). Student treatment acceptability ratings revealed that the strategy was helpful in solving word problems.

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