TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM
The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tok...
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| Veröffentlicht in: | Journal of applied behavior analysis 1996, Vol.29 (3), p.291-304 |
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| container_title | Journal of applied behavior analysis |
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| creator | Gena, Angeliki Krantz, Patricia J. McClannahan, Lynn E. Poulson, Claire L. |
| description | The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred. |
| doi_str_mv | 10.1901/jaba.1996.29-291 |
| format | Article |
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Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.</description><identifier>ISSN: 0021-8855</identifier><identifier>EISSN: 1938-3703</identifier><identifier>DOI: 10.1901/jaba.1996.29-291</identifier><identifier>PMID: 8926222</identifier><identifier>CODEN: JOABAW</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Adolescent ; Adolescents ; Affective Behavior ; Autism ; Autistic Disorder - diagnosis ; Autistic Disorder - psychology ; Autistic Disorder - therapy ; Behavior ; Behavior Change ; Behavior Modification ; Behavior Therapy - methods ; Child ; Children & youth ; Contingency Management ; Education of Intellectually Disabled ; Emotional Response ; Error Correction ; Female ; Follow-Up Studies ; Generalization ; Generalization (Psychology) ; Humans ; Imitative Behavior ; Instructional Effectiveness ; Male ; Modeling (Psychology) ; Mood Disorders - diagnosis ; Mood Disorders - psychology ; Mood Disorders - therapy ; Motivation ; Outcomes of Treatment ; Prompting ; Reinforcement ; Reinforcement Schedule ; response class formation ; Social Behavior ; Teaching Methods ; Treatment Outcome ; youth with autism</subject><ispartof>Journal of applied behavior analysis, 1996, Vol.29 (3), p.291-304</ispartof><rights>1996 Society for the Experimental Analysis of Behavior</rights><rights>Copyright Society for the Experimental Analysis of Behavior, Incorporated Fall 1996</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5521-71882b91fc34f24857374566d57e78b79c6d9e112f0896485e895ff564770edf3</citedby><cites>FETCH-LOGICAL-c5521-71882b91fc34f24857374566d57e78b79c6d9e112f0896485e895ff564770edf3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1283993/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1283993/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,727,780,784,885,27869,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ530753$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/8926222$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Gena, Angeliki</creatorcontrib><creatorcontrib>Krantz, Patricia J.</creatorcontrib><creatorcontrib>McClannahan, Lynn E.</creatorcontrib><creatorcontrib>Poulson, Claire L.</creatorcontrib><title>TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM</title><title>Journal of applied behavior analysis</title><addtitle>J Appl Behav Anal</addtitle><description>The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.</description><subject>Adolescent</subject><subject>Adolescents</subject><subject>Affective Behavior</subject><subject>Autism</subject><subject>Autistic Disorder - diagnosis</subject><subject>Autistic Disorder - psychology</subject><subject>Autistic Disorder - therapy</subject><subject>Behavior</subject><subject>Behavior Change</subject><subject>Behavior Modification</subject><subject>Behavior Therapy - methods</subject><subject>Child</subject><subject>Children & youth</subject><subject>Contingency Management</subject><subject>Education of Intellectually Disabled</subject><subject>Emotional Response</subject><subject>Error Correction</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Generalization</subject><subject>Generalization (Psychology)</subject><subject>Humans</subject><subject>Imitative Behavior</subject><subject>Instructional Effectiveness</subject><subject>Male</subject><subject>Modeling (Psychology)</subject><subject>Mood Disorders - diagnosis</subject><subject>Mood Disorders - psychology</subject><subject>Mood Disorders - therapy</subject><subject>Motivation</subject><subject>Outcomes of Treatment</subject><subject>Prompting</subject><subject>Reinforcement</subject><subject>Reinforcement Schedule</subject><subject>response class formation</subject><subject>Social Behavior</subject><subject>Teaching Methods</subject><subject>Treatment Outcome</subject><subject>youth with autism</subject><issn>0021-8855</issn><issn>1938-3703</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1996</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><recordid>eNqFUVuL00AYHURZ6-q7DwpBYd-yziVzexGmbdrOEpPSTbvUlyFNJ5qaNrtJq-6_d0pKUUGEYWbgXL7vcAB4jeA1khB92GSrzP0ku8bSxxI9AT0kifAJh-Qp6EGIkS8Epc_Bi7bdQIgwZPQCXAiJGca4B6bpTOlYx2NPxUNvHMbhTEX6s0p1EnvJyFOjUThI9SL0-uFELXQy84b6dhqpZTj0-ktvmczTiXen3aXmqb799BI8K7Kqta9O7yWYj8J0MPGjZKwHKvJzSt1SHAmBVxIVOQkKHAjKCQ8oY2vKLRcrLnO2lhYhXEAhmcOtkLQoKAs4h3ZdkEvwsfO9P6y2dp3b3b7JKnPflNuseTR1Vpo_kV351XypvxuEBZGSOIOrk0FTPxxsuzfbss1tVWU7Wx9aw0XgNkLUEd_9RdzUh2bnwhmMKaTODDvS-3-RUICYC8e4cCzYsfKmbtvGFud9ETTHQs2xUHMs1GDpDnKSt7_nPAtODTr8TYfbpszPaHhDCeT0mJJ18I-yso__HWduVF8hiY5z_U5Ytnv78yzMmm-Gua6ouYvHZhAthgGnU7MgvwCTBbwW</recordid><startdate>1996</startdate><enddate>1996</enddate><creator>Gena, Angeliki</creator><creator>Krantz, Patricia J.</creator><creator>McClannahan, Lynn E.</creator><creator>Poulson, Claire L.</creator><general>Blackwell Publishing Ltd</general><general>Society for the Experimental Analysis of Behavior</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>JRZRW</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>SFNNT</scope><scope>K7.</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>1996</creationdate><title>TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM</title><author>Gena, Angeliki ; Krantz, Patricia J. ; McClannahan, Lynn E. ; Poulson, Claire L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5521-71882b91fc34f24857374566d57e78b79c6d9e112f0896485e895ff564770edf3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1996</creationdate><topic>Adolescent</topic><topic>Adolescents</topic><topic>Affective Behavior</topic><topic>Autism</topic><topic>Autistic Disorder - 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Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><pmid>8926222</pmid><doi>10.1901/jaba.1996.29-291</doi><tpages>14</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0021-8855 |
| ispartof | Journal of applied behavior analysis, 1996, Vol.29 (3), p.291-304 |
| issn | 0021-8855 1938-3703 |
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| source | MEDLINE; Periodicals Index Online; EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source; PubMed Central |
| subjects | Adolescent Adolescents Affective Behavior Autism Autistic Disorder - diagnosis Autistic Disorder - psychology Autistic Disorder - therapy Behavior Behavior Change Behavior Modification Behavior Therapy - methods Child Children & youth Contingency Management Education of Intellectually Disabled Emotional Response Error Correction Female Follow-Up Studies Generalization Generalization (Psychology) Humans Imitative Behavior Instructional Effectiveness Male Modeling (Psychology) Mood Disorders - diagnosis Mood Disorders - psychology Mood Disorders - therapy Motivation Outcomes of Treatment Prompting Reinforcement Reinforcement Schedule response class formation Social Behavior Teaching Methods Treatment Outcome youth with autism |
| title | TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM |
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