The Application of General-Case Instruction to the Requesting Repertoires of Learners with Severe Disabilities

1992 ◽  
Vol 17 (3) ◽  
pp. 121-132 ◽  
Author(s):  
Janis Chadsey-Rusch ◽  
Jim Halle
Keyword(s):  
Stimulus Control ◽  
Severe Disabilities ◽  
Grocery Store ◽  
Relevant Stimulus ◽  
Communicative Behavior ◽  
Communicative Behaviors ◽  
Street Crossing ◽  
Pragmatic Function ◽  
General Case Instruction ◽  
The Relationship

General-case instruction has contributed substantially to the improvement of generalized responding by learners with severe disabilities. Although these procedures have been used with success across a wide variety of behaviors (e.g., street crossing, dressing, grocery store purchasing), applications of these procedures to communicative behaviors are lacking. This paper proposes an application of the stimulus-control features of the general-case model to enhance the communicative behavior of learners with severe disabilities. Specifically, the relationship between stimulus control and the pragmatic function of requesting is elaborated. Two examples of the general-case process for specifying the range of relevant stimulus and response variations within instructional, or communicative, universes are offered.

Elements of a Theoretical Structure that Will Support Best Practices in Communication Facilitation

1993 ◽  
Vol 18 (3) ◽  
pp. 143-160 ◽  
Author(s):  
Lewis Jackson
Keyword(s):  
Best Practices ◽  
Paradigm Shift ◽  
Alternative Model ◽  
Severe Disabilities ◽  
Language Instruction ◽  
Memory Model ◽  
Communicative Behavior ◽  
Theoretical Structure ◽  
The Relationship ◽  
Context Memory

Communication programming for individuals with severe disabilities often does not meet the requirements of best practices. One reason for this is that a dominant psycholinguistic model, the Dictionary + Rules model (pronounced “Dictionary plus Rules model”) provides a theoretical base that is inconsistent with best practices. In fact, the model's perspective on language and communication may be sufficiently inadequate and misleading to warrant not using this model as an approach to understanding the fundamental mechanisms underlying communicative behavior. An alternative model, the Context × Memory model (pronounced “Context times Memory model”) is described. This model is shown to support a view of communication and language that is consistent with emerging best practices and has new implications for language instruction. Adoption of this second model represents a paradigm shift, because this model's perspective on the relationship between cognition and language differs from that of the dominant model.

scholarly journals The relationship between school principals communicative behavior, job satisfaction and willingness to collaborate: Head of Educational Departments perceptions

2008 ◽  
Vol 2 (2) ◽  
pp. 51 ◽  
Author(s):  
Abdul- Mohsen Al-Qahtani
Keyword(s):  
Job Satisfaction ◽  
School Principals ◽  
Communicative Competence ◽  
Educational Leaders ◽  
Willingness To Communicate ◽  
Communication Satisfaction ◽  
Department Heads ◽  
Communicative Behavior ◽  
Communicative Behaviors ◽  
The Relationship

This study aimed at exploring the relationship between the educational leaders’ communicative behavior (communication immediacy and communicative competence) and job satisfaction, communication satisfaction, and willingness to communicate as; perceived by department heads'. It also examined the effect of willingness to communicate as a personality trait on job satisfaction and communication satisfaction. The sample comprised 272 head of departments (132 males & 143 females). The results showed a statistically significant positivel relationship between educational leaders’ communicative behaviors and the level of job satisfaction, communication satisfaction, and willingness to collaborate.

Investigating the relationship between perceived risks in communication and ICT-enabled communicative behaviors

2014 ◽  
Vol 51 (6) ◽  
pp. 688-699 ◽  
Author(s):  
Chei Sian Lee ◽  
Mary Beth Watson-Manheim ◽  
Katherine M. Chudoba
Keyword(s):  
Perceived Risks ◽  
Communicative Behaviors ◽  
The Relationship

The mediating role of relative communicative behavior on the relationship between ethical leadership and organizational identification

2019 ◽  
Vol 41 (1) ◽  
pp. 52-72 ◽  
Author(s):  
Hassan Abu Bakar ◽  
Leah Omillion-Hodges
Keyword(s):  
Ethical Leadership ◽  
Organizational Identification ◽  
Hierarchical Regression ◽  
Communication Behavior ◽  
Content Type ◽  
Communicative Behavior ◽  
Mediating Role ◽  
Dyadic Communication ◽  
Norms And Values ◽  
The Relationship

Purpose The purpose of this paper is to examine the underlying process of a relative leader–member dyadic communication behavior linking association between ethical leadership and organizational identification in Malaysia’s diverse workplace. Design/methodology/approach Based on relational dyadic communication, social comparison and social identity theories, the authors develop a mediation model. The model illustrates the link between the relative leader–member dyadic communication behavior processes, ethical leadership and organizational identification. The model was tested on a sample of 273 group members from 58 groups working in large government link corporations in Malaysia. Findings Results of hierarchical regression analysis provide support for the model. The authors found that ethical leadership was positively related to relative leader–member dyadic communication behavior based on the norms and values of budi context. Budi is a social norm in the Malaysian context that helps employees to know how they should interact with others. Budi is manifested through the use of language and should be used or present in the interactions or conversations with others. Originality/value The relative shared norms and values of budi mediate the relationship between ethical leadership and organizational identification after controlling for the perception of individual leader–member dyadic communication behavior on norms and values of budi.

Changes in the Synchrony of Multimodal Communication in Early Language Development

2018 ◽  
Vol 61 (9) ◽  
pp. 2235-2245 ◽  
Author(s):  
Eva Murillo ◽  
Carlota Ortega ◽  
Alicia Otones ◽  
Irene Rujas ◽  
Marta Casla
Keyword(s):  
Language Development ◽  
Multimodal Communication ◽  
Early Language ◽  
Lexical Development ◽  
Communicative Behaviors ◽  
Temporal Synchrony ◽  
Spanish Speaking ◽  
Early Language Development ◽  
Vocal Productions ◽  
The Relationship

Purpose The aim of this study is to analyze the changes in temporal synchrony between gesture and speech of multimodal communicative behaviors in the transition from babbling to two-word productions. Method Ten Spanish-speaking children were observed at 9, 12, 15, and 18 months of age in a semistructured play situation. We longitudinally analyzed the synchrony between gestures and vocal productions and between their prominent parts. We also explored the relationship between gestural–vocal synchrony and independent measures of language development. Results Results showed that multimodal communicative behaviors tend to be shorter with age, with an increasing overlap of its constituting elements. The same pattern is found when considering the synchrony between the prominent parts. The proportion of overlap between gestural and vocal elements at 15 months of age as well as the proportion of the stroke overlapped with vocalization appear to be related to lexical development 3 months later. Conclusions These results suggest that children produce gestures and vocalizations as coordinated elements of a single communication system before the transition to the two-word stage. This coordination is related to subsequent lexical development in this period. Supplemental Material https://doi.org/10.23641/asha.6912242

Dynamic processes of intermodal coordination in the ontogenesis of language

Gesture ◽  
2019 ◽  
Vol 18 (1) ◽  
pp. 57-82
Author(s):  
Asier Romero Andonegi ◽  
Irati de Pablo Delgado ◽  
Aintzane Etxebarria Lejarreta ◽  
Ainara Romero Andonegi
Keyword(s):  
Transition Period ◽  
Basque Country ◽  
Dynamic Processes ◽  
Communicative Behaviors ◽  
Pragmatic Function ◽  
Communicative Patterns ◽  
First Words

Abstract The aim of this study is to explore the multimodal communicative patterns used by infants during their first-words transition period. The combinatorial patterns of twelve children living in Basque Country with different mother tongues were analyzed longitudinally from 9 to 21 months of age. A total of 4,299 communicative behaviors were recorded and coded (vocalizations, gestures, and pragmatic functions). Results showed a significant increase in multimodal communicative patterns from 12 months onwards, and differences in the infants’ vocal construction depending on the specific types of gestures involved. Thus, it was observed that gestures and speech combinations have influence on the child’s pragmatic function and vocalizations structure.

Effects of Fear on Exploratory Behaviour in Rats

1970 ◽  
Vol 22 (2) ◽  
pp. 205-214 ◽  
Author(s):  
R. Kumar
Keyword(s):  
Unconditioned Stimulus ◽  
Stimulus Control ◽  
Electric Shock ◽  
Conditioned Fear ◽  
Exploratory Behaviour ◽  
The Relationship

It has been suggested that mild fear may evoke rather than inhibit exploratory responses in rats. The relationship between conditioned fear and exploratory behaviour was analysed in three experiments and there was no evidence that mild fear increased exploration. Conditioned fear was found to be under relatively precise stimulus control and its magnitude was related to the intensities and durations of the unconditioned stimulus, inescapable electric shock.

scholarly journals Triggers of Smoking Lapses Over the Course of a Quit Attempt

2016 ◽  
Vol 12 (4) ◽  
pp. 205-212 ◽  
Author(s):  
Stuart G. Ferguson ◽  
Saul Shiffman ◽  
Leigh Blizzard
Keyword(s):  
Smoking Cessation ◽  
Stimulus Control ◽  
Time Course ◽  
Temporal Relationship ◽  
Multinomial Regression ◽  
Electronic Diary ◽  
Quit Attempt ◽  
Smoking Cues ◽  
Theoretical Predictions ◽  
The Relationship

Introduction: Both withdrawal severity and smoking cues can trigger lapses. However, the temporal relationship between these two sets of triggers is unknown.Aims: To explore the time course of lapse triggers during a quit attempt.Methods: Across two cessation studies, 186 lapsers monitored their smoking in real-time for up to 7 weeks over the course of a quit attempt. During lapses, participants were asked to report the primary trigger of the event; this, including the time of the event relative to quit day, was logged by an electronic diary. Log multinomial regression was used to estimate the probability that each lapse would be withdrawal-triggered or cue-triggered.Results: Log multinomial regression showed that the probability of a first lapse being triggered by withdrawal rose in the initial days of a quit attempt before dropping as the quit attempt progressed (P < 0.01). The probability of a cue-triggered lapse rose over the course of a quit attempt (P < 0.05).Conclusions: The results are consistent both with the time course of withdrawal symptoms and with theoretical predictions about the relationship between nicotine dependence and stimulus control. The results have implications for tailoring smoking-cessation treatments; in particular, for the stepwise provision of smoking-cessation assistance over the course of a quit attempt.

Teaching Generalized Communicative Behaviors within Interrupted Behavior Chain Contexts

1989 ◽  
Vol 14 (2) ◽  
pp. 91-100 ◽  
Author(s):  
Morgen Alwell ◽  
Pam Hunt ◽  
Lori Goetz ◽  
Wayne Sailor
Keyword(s):  
Severe Disabilities ◽  
Communicative Behaviors ◽  
Behavior Chain ◽  
Naturally Occurring ◽  
Students With Severe Disabilities

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.

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