THE DEVELOPMENT AND FUNCTIONAL CONTROL OF READING-COMPREHENSION BEHAVIOR
Reading comprehension, indicated by motor behavior and multiple-choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were...
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| Veröffentlicht in: | Journal of applied behavior analysis 1976-01, Vol.9 (3), p.323-333 |
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| container_title | Journal of applied behavior analysis |
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| creator | Rosenbaum, Michael S. Breiling, James |
| description | Reading comprehension, indicated by motor behavior and multiple-choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were used to assess generalization. Probable maintaining events were assessed through their sequential removal in a reversal design. Results showed: (a) following acquisition, performance was maintained at a near-100% level when candy, praise, attention, and training were removed, (b) absence of other persons was correlated with a marked decrease in performance, whereas their presence was associated with performance at near 100%, and (c) performance generalized to probes and across experimenters. Rewards, which may have been reinforcing during acquisition, did not appear necessary to maintain later performance. Instead, presence of others (a setting event) was demonstrated to have control over maintained performance. |
| doi_str_mv | 10.1901/jaba.1976.9-323 |
| format | Article |
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Instead, presence of others (a setting event) was demonstrated to have control over maintained performance.</description><identifier>ISSN: 0021-8855</identifier><identifier>EISSN: 1938-3703</identifier><identifier>DOI: 10.1901/jaba.1976.9-323</identifier><identifier>PMID: 977518</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>acquisitional learning ; autistic children ; Autistic Disorder - rehabilitation ; Child ; Cognition ; Conditioning, Operant ; Education of Intellectually Disabled ; Female ; Generalization (Psychology) ; Humans ; imitation ; Imitative Behavior ; instruction following ; prompt ; Reading ; Reinforcement (Psychology) ; reinforcement removal ; Reinforcement, Verbal ; Set (Psychology) ; setting events ; Social Environment ; stimulus control</subject><ispartof>Journal of applied behavior analysis, 1976-01, Vol.9 (3), p.323-333</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311945/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311945/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,724,777,781,882,27850,27905,27906,53772,53774</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/977518$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Rosenbaum, Michael S.</creatorcontrib><creatorcontrib>Breiling, James</creatorcontrib><title>THE DEVELOPMENT AND FUNCTIONAL CONTROL OF READING-COMPREHENSION BEHAVIOR</title><title>Journal of applied behavior analysis</title><addtitle>J Appl Behav Anal</addtitle><description>Reading comprehension, indicated by motor behavior and multiple-choice picture selection called for in written instructions, was taught to an autistic child using verbal prompts, modelling, and physical guidance. The child was rewarded for correct behaviors to training items; nonrewarded probes were used to assess generalization. Probable maintaining events were assessed through their sequential removal in a reversal design. Results showed: (a) following acquisition, performance was maintained at a near-100% level when candy, praise, attention, and training were removed, (b) absence of other persons was correlated with a marked decrease in performance, whereas their presence was associated with performance at near 100%, and (c) performance generalized to probes and across experimenters. Rewards, which may have been reinforcing during acquisition, did not appear necessary to maintain later performance. Instead, presence of others (a setting event) was demonstrated to have control over maintained performance.</description><subject>acquisitional learning</subject><subject>autistic children</subject><subject>Autistic Disorder - rehabilitation</subject><subject>Child</subject><subject>Cognition</subject><subject>Conditioning, Operant</subject><subject>Education of Intellectually Disabled</subject><subject>Female</subject><subject>Generalization (Psychology)</subject><subject>Humans</subject><subject>imitation</subject><subject>Imitative Behavior</subject><subject>instruction following</subject><subject>prompt</subject><subject>Reading</subject><subject>Reinforcement (Psychology)</subject><subject>reinforcement removal</subject><subject>Reinforcement, Verbal</subject><subject>Set (Psychology)</subject><subject>setting events</subject><subject>Social Environment</subject><subject>stimulus control</subject><issn>0021-8855</issn><issn>1938-3703</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1976</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>K30</sourceid><recordid>eNpdkE1P4zAQhi3EVymcuXCItNLeAh5_xbmsFFK3qRQcVAIcLSdxId22YZN2tfvvidQKAacZ6Xn1aOZF6BLwNYQYbha2sP0WiOvQp4QeoAGEVPo0wPQQDTAm4EvJ-Sk667oFxkCw4CfoOAwCDnKAkjxR3kg9qTS7v1M69yI98saPOs6nmY5SL850PstSLxt7MxWNpnrix9nd_UwlSj_0Ee9WJdHTNJudo6O5XXbuYj-H6HGs8jjx02wyjaPUrykRG5-VtLKMzy0hVcggdA5bAD7HvMLEiUIy7FhFg6IipOQAEstKFoIxwQrhZEmH6NfO-7YtVq4q3XrT2qV5a-uVbf-bxtbmK1nXr-al-WuAAoSM94Kfe0Hb_Nm6bmNWdVe65dKuXbPtjKQcKBeyD_74Flw023bdP7d3AekLH6Krz_d8HLIruMf-Dtfdxv37oLb9bURAA26e9cTcjnGgJzQxMX0HdRWFVA</recordid><startdate>19760101</startdate><enddate>19760101</enddate><creator>Rosenbaum, Michael S.</creator><creator>Breiling, James</creator><general>Blackwell Publishing Ltd</general><general>Society for the Experimental Analysis of Behavior</general><scope>BSCLL</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</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>7X8</scope><scope>5PM</scope></search><sort><creationdate>19760101</creationdate><title>THE DEVELOPMENT AND FUNCTIONAL CONTROL OF READING-COMPREHENSION BEHAVIOR</title><author>Rosenbaum, Michael S. ; Breiling, James</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-i326t-4c3da45fa22d9419ee0a115f05d02e6b840e4d37bd22c511808d8b64464b6e8c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1976</creationdate><topic>acquisitional learning</topic><topic>autistic children</topic><topic>Autistic Disorder - 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| ispartof | Journal of applied behavior analysis, 1976-01, Vol.9 (3), p.323-333 |
| issn | 0021-8855 1938-3703 |
| language | eng |
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| source | MEDLINE; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Periodicals Index Online; PubMed Central |
| subjects | acquisitional learning autistic children Autistic Disorder - rehabilitation Child Cognition Conditioning, Operant Education of Intellectually Disabled Female Generalization (Psychology) Humans imitation Imitative Behavior instruction following prompt Reading Reinforcement (Psychology) reinforcement removal Reinforcement, Verbal Set (Psychology) setting events Social Environment stimulus control |
| title | THE DEVELOPMENT AND FUNCTIONAL CONTROL OF READING-COMPREHENSION BEHAVIOR |
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