Extended Child and Caregiver Benefits of Behavior-Based Child Contingency Learning Games

2010 ◽  
Vol 48 (4) ◽  
pp. 259-270 ◽  
Author(s):  
Carl J. Dunst ◽  
Melinda Raab ◽  
Carol M. Trivette ◽  
Linda L. Wilson ◽  
Deborah W. Hamby ◽  
...  
Keyword(s):  
Developmental Delays ◽  
Learning Opportunities ◽  
Contingency Learning ◽  
Research Staff ◽  
Response Contingent ◽  
Learning Games ◽  
Caregiver Behavior ◽  
Behavior Based ◽  
The Relationship ◽  
Child Caregiver

Abstract Findings from 2 studies of the relationship between response-contingent child behavior and child, caregiver–child, and caregiver behavior not directly associated with child contingency learning are described. The participants were 19 children with significant developmental delays and their mothers in 1 study and 22 children with significant developmental delays and their teachers in the second study. Caregivers engaged the children in learning games characterized by behavior-based contingencies for 15 weeks. Research staff observed the children and their caregivers in everyday routines and activities and rated child and caregiver behavior while the children and caregivers were not playing the games. Results from both studies showed that the degree of response-contingent responding during the games was related to child and caregiver behavior, not the focus of the contingency learning opportunities afforded the children. Implications for practice are described.

scholarly journals Efficacy Trial of Contrasting Approaches to the Response-Contingent Learning of Young Children with Significant Developmental Delays and Multiple Disabilities

2016 ◽  
Vol 7 (1) ◽  
pp. 12 ◽  
Author(s):  
Melinda Raab ◽  
Carl J. Dunst ◽  
Deborah W. Hamby
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Primary Caregivers ◽  
Multiple Disabilities ◽  
Learning Opportunities ◽  
Efficacy Trial ◽  
Response Contingent ◽  
Very Young Children ◽  
Randomized Control ◽  
Efficient Learning

Findings from a randomized control design efficacy trial of an asset-based vs. needs-based approach to the response-contingent learning of infants and toddlers with significant developmental delays and disabilities who did not use instrumental behavior to produce or elicit reinforcing consequences are reported. The investigation included 71 children randomly assigned to the two contrasting types of interventions. The asset-based intervention and needs-based intervention differed in terms of how child behavior were identified and used to elicit reinforcing consequences as part of response-contingent learning games implemented by the children’s parents or other primary caregivers. Children in the asset-based group were provided more learning opportunities, acquired more response-contingent behavior, and demonstrated more efficient learning compared to children in the needs-based group. Implications for improving practices for very young children with significant developmental delays and multiple disabilities are described.

The Relationship between Working Environment and Internship Satisfaction Level: A Case Study Of A 4-Star Hotel Restaurant In Germany

2019 ◽  
Vol 2 (4) ◽  
pp. 276-291
Author(s):  
Chatarina Natalia Putri
Keyword(s):  
Career Development ◽  
Working Hours ◽  
Learning Opportunities ◽  
Working Environment ◽  
The Other ◽  
Satisfaction Level ◽  
Supervisory Support ◽  
Support Organization ◽  
The Relationship

There are many factors that can lead to internship satisfaction. Working environment is one of the factors that will result to such outcome. However, many organizations discarded the fact of its importance. The purpose of this study is to determine whether there is a significant relationship between working environment and internship satisfaction level as well as to determine whether the dimensions of working environment significantly affect internship satisfaction. The said dimensions are, learning opportunities, supervisory support, career development opportunities, co-workers support, organization satisfaction, working hours and esteem needs. A total of 111 questionnaires were distributed to the respondents and were processed by SPSS program to obtain the result of this study. The results reveal that learning opportunities, career development opportunities, organization satisfaction and esteem needs are factors that contribute to internship satisfaction level. In the other hand, supervisory support, co-workers support and working hours are factors that lead to internship dissatisfaction. The result also shows that organization satisfaction is the strongest factor that affects internship satisfaction while co-workers support is the weakest.

scholarly journals Wanneer bevordert en wanneer hindert werkdruk het werkplekleren?

2012 ◽  
Vol 25 (1) ◽  
Author(s):  
Joris Van Ruysseveldt ◽  
Marius van Dijke
Keyword(s):  
Workplace Learning ◽  
Learning Opportunities ◽  
Control Model ◽  
Theoretical Frameworks ◽  
Working Adults ◽  
Positive Effects ◽  
Learning Hypothesis ◽  
High Workload ◽  
Low Levels ◽  
The Relationship

When does workload promote workplace learning opportunities, and when does workload hinder workplace learning opportunities? When does workload promote workplace learning opportunities, and when does workload hinder workplace learning opportunities? Building on theoretical frameworks like the Job Demands Control model we tested whether the relationship between workload and employees’ experiences of opportunities for workplace learning is of an inverted u-shaped nature. Furthermore we researched whether autonomy moderates this relationship. We predicted that at moderate levels of autonomy rising workload was associated with increasing learning opportunities at low levels of workload, but with decreasing learning opportunities at high levels of workload. Also, we predicted that low autonomy prevents positive effects of moderate workload from materializing whereas high autonomy makes high workload less destructive to the learning process. We found support for these ideas in a large and heterogeneous sample of Flemish working adults (FWM, 2010). These results integrate conflicting prior findings and extend Karasek’s (1979) active learning hypothesis. They also have clear implications for job redesign practices aiming to promote workplace learning opportunities.

scholarly journals The power of dialogue and discovery

2018 ◽  
Vol 42 (3) ◽  
pp. 113-122
Author(s):  
Kalina Jastrzębowska
Keyword(s):  
Teaching Methods ◽  
Classroom Environment ◽  
Group Work ◽  
Mathematics Learning ◽  
Learning Opportunities ◽  
Innovative Teaching ◽  
Dialogic Teaching ◽  
The Relationship ◽  
Academic Year ◽  
Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

Does Caregiver Behavior Mediate the Relationship Between Cultural Individualism and Infant Pain at 12 Months of Age?

2016 ◽  
Vol 17 (12) ◽  
pp. 1273-1280 ◽  
Author(s):  
Monica C. O'Neill ◽  
Rebecca Pillai Riddell ◽  
Hartley Garfield ◽  
Saul Greenberg
Keyword(s):  
Caregiver Behavior ◽  
Infant Pain ◽  
The Relationship

scholarly journals Mindset and its relationship to anxiety in clinical veterinary students

2018 ◽  
Vol 183 (20) ◽  
pp. 623-623 ◽  
Author(s):  
Rebecca Bostock ◽  
Tierney Kinnison ◽  
Stephen A May
Keyword(s):  
Learning Opportunities ◽  
Work Life ◽  
Mental Wellbeing ◽  
Veterinary Students ◽  
Life Balance ◽  
Strong Growth ◽  
Fixed Mindset ◽  
Quantitative Results ◽  
Future Work ◽  
The Relationship

This study investigated anxiety, one aspect of mental wellbeing, in fourth year veterinary students before the final clinical section of their course (intramural rotations (IMR)). It explored the relationship between reported anxiety and ‘mindset’: an individual’s view on the ability to develop (eg, improve intelligence). Questionnaires were completed by 130 students. Students were mindset typed for ability and personality and rated their anxiety towards IMR. Students with different overall mindsets (‘strong growth’, ‘growth’ and ‘fixed’) were invited to participate in focus groups, to discuss causes of their anxieties. Quantitative results indicated 63.1 per cent of students had strong growth or growth mindsets overall, and that females were more fixed mindset-oriented than males. Females reported significantly greater anxiety than males. A fixed mindset view overall, and of ability, were significantly correlated with increased anxiety, while mindset view of personality was not. Students provided various reasons for their anxieties, which differed with mindset. Fixed mindset students (n=2) focused on concerns about knowledge, whereas growth students (n=6) were also anxious about work-life balance and future work. Growth students saw clinicians as future colleagues, rather than intimidating teachers. Students reported an awareness of being graded, although growth students were aware that IMR are learning opportunities.

Consumer Self-Concept, Symbolism and Market Behavior: A Theoretical Approach

1967 ◽  
Vol 31 (4) ◽  
pp. 22-27 ◽  
Author(s):  
Edward L. Grubb ◽  
Harrison L. Grathwohl
Keyword(s):  
Consumer Behavior ◽  
Theoretical Approach ◽  
Psychological Characteristics ◽  
Self Concept ◽  
Purchase Behavior ◽  
Market Behavior ◽  
Symbolic Value ◽  
Behavior Based ◽  
The Relationship ◽  
Theoretical Foundations

What is the relationship between the psychological characteristics of a consumer and his purchase behavior? In this paper the authors briefly review pertinent research and lay theoretical foundations for a model of consumer behavior based upon an individual's self-concept and the symbolic value of the goods he buys.

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