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Egan, Claire E.; Barnes-Holmes, Dermot – Journal of Applied Behavior Analysis, 2009
This study sought to examine the effects of training mands on the emergence of tacts with the same response forms. Results indicated that training adjective sets as mands resulted in the emergence of adjective sets as tacts under modified, but not standard, antecedent conditions. The findings suggested that the apparent functional independence of…
Descriptors: Verbal Stimuli, Autism, Disabilities, Young Children
Groff, Rebecca A.; Piazza, Cathleen C.; Zeleny, Jason R.; Dempsey, Jack R. – Journal of Applied Behavior Analysis, 2011
We treated a child with intestinal failure who consumed solids on a spoon but not liquids from a cup. We used spoon-to-cup fading, which consisted of taping a spoon to a cup and then gradually moving the bowl of the spoon closer to the edge of the cup. Spoon-to-cup fading was effective for increasing consumption of liquids from a cup. (Contains 2…
Descriptors: Behavior Modification, Eating Habits, Disabilities, Human Body
Peer reviewed Peer reviewed
Riordan, Mary M.; And Others – Journal of Applied Behavior Analysis, 1984
Chronic food refusal of four handicapped children (one-three years old) was modified by a procedure involving the delivery of reinforcement (social praise, access to preferred foods, brief toy play periods) contingent upon consumption of a targeted food item. (CL)
Descriptors: Contingency Management, Disabilities, Eating Habits, Reinforcement
Peer reviewed Peer reviewed
Muir, Katherine A.; Milan, Michael A. – Journal of Applied Behavior Analysis, 1982
The study evaluated a reinforcement program in which three mothers earned lottery tickets and won prizes for the progress made by their handicapped preschool children during home based intervention. (Author)
Descriptors: Disabilities, Home Instruction, Home Programs, Parent Child Relationship
Peer reviewed Peer reviewed
Odom, Samuel L. – Journal of Applied Behavior Analysis, 1992
This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenance period. (Author/DB)
Descriptors: Behavior Change, Disabilities, Interaction Process Analysis, Interpersonal Competence