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Promoting Interaction during Sociodramatic Play: Teaching Scripts to Typical Preschoolers and Classmates with Disabilities.
Peer reviewed Peer reviewed
Goldstein, Howard; Cisar, Connie L. – Journal of Applied Behavior Analysis, 1992
This study investigated the effects of teaching sociodramatic scripts on interactions among three triads, each containing two typical preschool children and one child with autistic characteristics. Results supported the inclusion of systematic training of scripts to enhance interaction among children with and without disabilities during…
Descriptors: Autism, Dramatic Play, Interaction, Interaction Process Analysis
Effects of a Multifaceted Training Procedure on the Social Behaviors of Hearing-Impaired Children with Severe Language Disabilities: A Replication.
Peer reviewed Peer reviewed
Rasing, Eef J. – Journal of Applied Behavior Analysis, 1993
A training package consisting of instruction in role-play social behaviors, reinforcement of appropriate behaviors, and a correction procedure was used with 20 children (ages 7-13) with deafness and severe language disabilities. The training package was effective in increasing greeting, turn waiting, initiating interaction, and giving help; and…
Descriptors: Deafness, Elementary Education, Error Correction, Instructional Effectiveness
A Problem-Solving Approach to Social Skills Training in Employment Settings with Mentally Retarded Youth.
Peer reviewed Peer reviewed
Park, Hyun-Sook; Gaylord-Ross, Robert – Journal of Applied Behavior Analysis, 1989
Two approaches to teaching work-site social behaviors to three youths with mental retardation were examined. Problem-solving training, which involved developing skills in decoding, decision, performance, and evaluation, led to substantial generalization and maintenance of social behaviors in natural work settings. Training based upon role-playing…
Descriptors: Generalization, High Schools, Interpersonal Competence, Mental Retardation
Training Students with Profound or Multiple Handicaps to Make Requests via Microswitches.
Peer reviewed Peer reviewed
Wacker, David P.; And Others – Journal of Applied Behavior Analysis, 1988
Three experiments, involving five students (aged 13-20) with profound, multiple handicaps, showed that the students could effectively use microswitches to demonstrate toy preferences, to indicate preferences for social attention, and to make specific requests of educational staff in school and community settings. (Author/JDD)
Descriptors: Attention, Caregivers, Communication Aids (for Disabled), Multiple Disabilities
Functional Communication Training to Reduce Challenging Behavior: Maintenance and Application in New Settings.
Peer reviewed Peer reviewed
Durand, V. Mark; Carr, Edward G. – Journal of Applied Behavior Analysis, 1991
Three mentally retarded students (ages 9-12) who exhibited challenging behaviors to escape from academic demands and to receive social attention were taught alternative assistance-seeking and attention-getting phrases. Data indicated that the intervention reduced challenging behavior. The results transferred across settings, and were maintained 18…
Descriptors: Behavior Change, Behavior Problems, Communication Skills, Generalization
Effects of a Multifaceted Training Procedure on the Acquisition and Generalization of Social Behaviors in Language-Disabled Deaf Children.
Peer reviewed Peer reviewed
Rasing, Eef J.; Duker, Pieter C. – Journal of Applied Behavior Analysis, 1992
This study evaluated effects of a multifaceted training procedure on acquisition and generalization of social behaviors of 9 language-disabled deaf children (ages 8-9). The intervention involved child training as well as supervision, feedback, and goal setting by teachers and staff. Results indicated increases in appropriate target behaviors which…
Descriptors: Behavior Change, Children, Deafness, Feedback