Rapid Reduction of Off-Task Behavior in Retarded Children by Use of Light-Out

1985 ◽  
Vol 56 (2) ◽  
pp. 499-509 ◽  
Author(s):  
Philip W. Drash ◽  
Mary R. Murrin ◽  
Sheldon E. Jordan ◽  
Hewitt B. Clark
Keyword(s):  
Positive Reinforcement ◽  
Response Rate ◽  
Discrete Trial Training ◽  
Discrete Trial ◽  
Rapid Reduction ◽  
Therapeutic Implications ◽  
Task Behavior ◽  
Lever Pressing ◽  
Alternating Treatment Design ◽  
Treatment Design

The effectiveness of a light-out procedure in reducing periods of off-task behavior in retarded children was evaluated. Four children ages 3 to 10 yr. (mean IQ 32) were trained on a lever-pressing task as an analogue to discrete-trial training procedures. Positive reinforcement sessions were alternated with concurrent escape/avoidance procedures during which light-out was contingent upon nonresponding in an alternating treatment design. The light-out contingency rapidly and effectively reduced the length of time off-task and slightly increased response rate. Educational and therapeutic implications for retarded and autistic children include adaptation of the procedure for decreasing off-task behavior during discrete-trial training, such as in speech and language remediation.

The Effects of an Aided Augmentative System on Communication and Speech in a Preschool Child with Developmental Delay: A Case Study

1999 ◽  
Vol 23 (1) ◽  
pp. 25-46
Author(s):  
Mark Carter
Keyword(s):  
Preschool Children ◽  
Developmental Delay ◽  
Communication System ◽  
Lower Proportion ◽  
Graphic Symbol ◽  
Symbol Use ◽  
Alternating Treatment Design ◽  
Treatment Design ◽  
Sustained Increase

The effect of an aided graphic augmentative communication system on communication and speech in a 4‐year 7‐month‐old child with developmental delay was evaluated in this case study. An alternating treatment design was used across 2 mealtime settings (morning tea and lunch) over a 6‐week period with counterbalancing of aided and unaided conditions. Once graphic symbol use emerged, there were slightly higher levels of unprompted communication and requests in the aided condition and a lower proportion of acts contained nonsymbolic communication. There was also a higher number of different words + symbols used in the aided condition. The introduction of the graphic symbols did not appear to have detrimental effects on speech but there was no evidence of sustained increase in frequency of speech or spoken vocabulary in the aided condition. Substantial increases were noted in the number of unprompted communicative turns and range of total vocabulary over the course of the study in both conditions. The need for further research on the effects of AAC on speech and communication in preschool children is highlighted.

scholarly journals Acute Comparative Effect of Foam Rolling and Static Stretching on Range of Motion in Rowers

2021 ◽  
Vol 13 (7) ◽  
pp. 3631
Author(s):  
Alfonso Penichet-Tomas ◽  
Basilio Pueo ◽  
Marta Abad-Lopez ◽  
Jose M. Jimenez-Olmedo
Keyword(s):  
Range Of Motion ◽  
Repeated Measures ◽  
Static Stretching ◽  
Foam Rolling ◽  
Significant Difference ◽  
Post Test ◽  
Alternating Treatment Design ◽  
Stroke Amplitude ◽  
Treatment Design ◽  
Over Time

Rowers’ anthropometric characteristics and flexibility are fundamental to increase stroke amplitude and optimize power transfer. The aim of the present study was to analyze the effect of foam rolling and static stretching on the range of motion over time. Eight university rowers (24.8 ± 3.4 yrs., height 182.3 ± 6.5 cm, body mass 79.3 ± 4.6 kg) participated in an alternating treatment design study with two-way repeated measures ANOVA. The sit and reach test was used to measure the range of motion. Both in the foam rolling and in the static stretching method, a pre-test (T0), a post-test (T1), and a post-15-min test (T2) were performed. A significant effect was observed on the range of motion over time (p < 0.001), but not for time x method interaction (p = 0.680). Significant differences were found between T0 and T1 with foam rolling and static stretching (p < 0.001, d = 0.4); p < 0.001, d = 0.6). The differences between T0 and T2 were also significant with both methods (p = 0.001, d = 0.4; p < 0.001, d = 0.4). However, no significant difference was observed between T1 and T2 (p = 1.000, d = 0.1; p = 0.089, d = 0.2). Foam roller and static stretching seem to be effective methods to improve the range of motion but there seems to be no differences between them.

Sucrose Concentration as Reinforcement for Lever Pressing by Monkeys

1956 ◽  
Vol 2 (3) ◽  
pp. 381-384 ◽  
Author(s):  
Donald G. Conrad ◽  
Murray Sidman
Keyword(s):  
Food Deprivation ◽  
Rhesus Monkeys ◽  
Response Rate ◽  
Sucrose Concentration ◽  
Variable Interval ◽  
Variable Interval Schedule ◽  
Interval Schedule ◽  
Satiation Effect ◽  
Low Concentrations ◽  
Lever Pressing

3 rhesus monkeys were given various concentrations of sucrose for lever pressing on a variable interval schedule of reinforcement. 7 sucrose concentrations were studied at 2 levels of food deprivation. The response rates accelerated rapidly with increasing concentrations, and then declined after reaching a maximum, generally between 15 and 30% sucrose concentration. The decline was attributed to a satiation effect. The higher level of food deprivation tended to increase the response rate at all but the extreme high and low concentrations.

scholarly journals Effectiveness of Telehealth Direct Therapy for Individuals with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Karen Nohelty ◽  
Casey B. Bradford ◽  
Leah Hirschfeld ◽  
Christopher Miyake
Keyword(s):  
Autism Spectrum Disorder ◽  
Applied Behavior Analysis ◽  
Clinical Supervision ◽  
Autism Spectrum ◽  
Discrete Trial Training ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Discrete Trial ◽  
Baseline Design ◽  
Behavior Analysts

The field of applied behavior analysis (ABA) has utilized telehealth for clinical supervision and caregiver consultation and has produced research providing evidence for the efficacy of both modalities. Research demonstrating effectiveness is crucial, as behavior analysts must ensure the services they provide are effective in order to be ethical. With the increased need for patients to access more telehealth direct services, the current study evaluated the efficacy of telehealth direct therapy to teach new skills to individuals with autism spectrum disorder (ASD). This study examined the utility of natural environment teaching and discrete trial training strategies provided over a videoconferencing platform to teach new skills directly to eight individuals with ASD. The skills acquired by each individual were taught solely through telehealth direct therapy and included skills in the language, adaptive, and social domains. In a multiple baseline design, all eight individuals acquired mastery for all targets; additionally, generalization was assessed to caregivers for some targets. The evidence suggests that telehealth is a modality that is effective and can be considered for all patients when assessing the appropriate location of treatment.

scholarly journals Ayrık Denemelerle Öğretim Yapılırken Kullanılan Hata Düzeltmesi Türleri

2019 ◽  
Vol 1 (2019-V1-I1) ◽  
pp. 28-56
Keyword(s):  
Error Correction ◽  
Discrete Trial Training ◽  
Student Response ◽  
Response Repetition ◽  
Discrete Trial ◽  
Repeated Response ◽  
Main Components ◽  
Single Response ◽  
Correction Strategies ◽  
Types Of Error

Öz Gelişimsel yetersizliği olan çocuklara farklı becerilerin öğretiminde yaygın olarak kullanılan ayrık denemelerle öğretim, ipuçlarını kullanarak doğru tepkileri artırmayı amaçlayan, doğru tepkilerin pekiştirilmesini ve yanlış tepkilerin düzeltilmesini içeren etkili bir uygulamadır. Ayrık denemelerle öğretimin temel bileşenlerinden biri, hataları düzelterek ileride bu hataların sergilenmesini azaltmayı amaçlayan hata düzeltmesidir. Hata düzeltmesi, öğretim sırasında çocuğun hata yapmasının hemen ardından, uygulamacının farklı şekillerde çocuğun hatasını düzeltmesidir. Ayrık denemelerle öğretimde hata düzeltmesi, farklı şekillerde gerçekleştirilebilmektedir. Bunlardan bazıları; sözel geribildirim ya da hata ifadesi, kısa süreli mola, doğru tepki için model olma, tek tepki tekrarı/aktif öğrenci tepkisi, çok tepki tekrarı/tekrarlanan tepki, bağımsızlaşana kadar tekrar sunma, deneme tekrarı ve türlerin bir arada kullanımıdır. Derleme biçiminde hazırlanan bu makalenin amacı uygulamacılara, ayrık denemelerle öğretim hakkında kısa bir bilgilendirme yapmak ve bir bileşen olarak hata düzeltmesinin ne olduğunu ve neden önemli olduğunu açıklamaktır. Ayrıca ayrık denemelerle öğretim yaparken sıklıkla kullanılan hata düzeltmesi türlerini tanıtmak, hata düzeltmesi türlerini akış şemaları yoluyla kavramsallaştırmak, hata düzeltmesi türlerinin nasıl kullanılacağını örneklerle anlatmak ve bu hata düzeltmesi türlerini kullanarak gerçekleştirilen araştırmalar konusunda bilgilendirme yapmaktır. Abstract Discrete trial training is an effective intervention commonly used in teaching different skills to children with developmental disabilities. It aims to increase the correct responses using prompts, reinforcements, and error correction strategies. One of the main components of the discrete trial training is error correction, which aims to reduce errors in the future by correcting errors. In error correction, the instructor corrects the child’s error using different strategies immediately after the child makes a mistake during training. There are several types of error correction strategies commonly used in discrete trial training; (a) vocal feedback or error statement, (b) a brief time-out, (c) a model for the correct response, (d) single response repetition/active student response, (e) multi-response repetition/repeated response, (f) re-present until independent, (g) remove and re-present, and (h) the combination of the strategies. The purpose of this study is to provide a brief overview of discrete trial training, to explain the error correction procedures and their importance, to introduce the types of error correction strategies used in discrete trial training, to conceptualize error correction strategies through flowcharts, to explain how to use error correction strategies, and to inform about the error correction literature.

Teaching Discrete Trial Training

2016 ◽  
Vol 31 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Richard W. Serna ◽  
Michelle M. Foran ◽  
Caroline Cooke ◽  
Kaitlyn E. Hurd ◽  
Ashley J. Tello ◽  
...  
Keyword(s):  
Discrete Trial Training ◽  
Discrete Trial
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