Download or read book Stimulus Equivalence for Students with Developmental Disabilities written by Russell W. Maguire and published by Taylor & Francis. This book was released on 2022-11-01 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stimulus Equivalence for Students with Developmental Disabilities provides a step-by-step program for converting lesson plans into equivalence-based instruction. Using language and tools accessible to both students and practitioners, chapters present the concept of equivalence-based instruction and include clear and concise procedural descriptions, as well as data sheets and PowerPoint slides, with replaceable stimuli, so that special educators and clinicians will be able to immediately implement this procedure to teach any academic skill. Written in engaging prose with an emphasis on practical application, this book is an essential resource for special educators and graduate students studying to become BCBAs and special educators.
Download or read book An Evaluation of High Versus Low Preferred Education based Stimulus Equivalence Protocols for Adults with Developmental Disabilities Outside the Educational System written by Ryan A. Richmond and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study utilized Microsoft Visual Basic 2008 to investigate the role of comparing high and low preferred education-based stimulus equivalence protocols for adults with developmental disabilities outside the educational system. First, participants were exposed to all educational categories and completed a paired choice preference assessment to identify high and low preferred protocols. Next, participants completed high and low preferred protocols following an alternating treatments design, with an initial pretest, training, posttest, and a test for an emergent topography (typing skills). Results showed evidence of higher preference through duration and errors per min measures for two of three participants, with results unclear for a third participant. Furthermore, one participant displayed all equivalence classes expected of the training protocol, while another demonstrated all emergent relations for the high preferred protocol but only one of six for the low preferred protocol, and the last participant exceeded criterion for four of six posttests for the high preferred protocol, and two of six for the low preferred protocol. The results are discussed in terms of measures for preferences, habilitation, modifications to training protocols, the study's limitations, and directions for future research.
Download or read book Equivalence Relations in Children with Developmental Disabilities written by Wendy H. W. Lau and published by . This book was released on 2011 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Previous studies investigating the effects of training structure on equivalence class formation have indicated differential probabilities of stimulus equivalence outcome as a function of training structure. In particular, it was found that linear series (LS) training structure is the least effectual compared to many-to-one (MTO) structure and one-to-many (OTM) structure. Less consistent results have been found with the effects of OTM and MTO training on equivalence class formation. Some studies found that the MTO structure is more effective in establishing equivalence classes, while others found that the OTM structure is more effective than, or at least as effective as, the MTO structure. The present study examined differential equivalence outcomes as a function of training structure in six participants with developmental disabilities. Participants first received pretraining on an identity matching task which was designed to teach participants the selection response. Two participants did not acquire this task. The remaining participants proceeded to the equivalence phases; this consisted of an equivalence pretesting phase, an equivalence teaching phase, and an equivalence posttesting phase. However, during the teaching phase the four participants had difficulties acquiring the baseline conditional relations required for equivalence class formation. As a result, procedures of teaching the baseline relations were changed (e.g. prompting procedures and modality of stimuli). After these changes were made, two participants completed the equivalence phases with the first training structure. The remaining two participants did not acquire the baseline relations during the teaching phase with the first training structure. Of the two participants who completed the equivalence phases with the first training structure, one (trained with OTM) demonstrated equivalence class formation, while the other (trained with LS) failed to demonstrate equivalence class formation. These results are discussed with respect to previous research and a discrimination analysis of stimulus equivalence. The effects of the modifications made on the acquisition of the baseline relations are also examined.
Download or read book Handbook of Research Methods in Human Operant Behavior written by Kennon A. Lattal and published by Springer Science & Business Media. This book was released on 2013-11-21 with total page 665 pages. Available in PDF, EPUB and Kindle. Book excerpt: A host of special methodological issues arise in any discussion of research on human behavior. This practical new volume addresses many of those questions with 19 superb contributions from leading experts in the field. The text evaluates specific strategies and techniques used in laboratory settings, including - reinforcement and punishment - stimulus control - behavioral pharmacology - and methodologies concerning verbal and social behavior, among others. The book includes 135 illustrations and a notable Appendix that offers the APA's ethical guidelines for research with human subjects.
Download or read book Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities written by Ruth Anne Rehfeldt and published by New Harbinger Publications. This book was released on 2009-04-02 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Copublished with Context Press Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills. The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.
Download or read book Teaching Addition Through Stimulus Equivalence Training Using the PEAK E Curriculum written by Greg W. Macke and published by . This book was released on 2016 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to evaluate the efficacy of the procedures described in the PEAK-E curriculum in teaching addition skills to children with developmental disabilities. In the present study, three participants were taught to match sample addition problems (A) to a number of pictures (B) corresponding to the sum of A (A-B), and to match sample pictures (B) to textual numbers (C) (B-C). They were then tested to see if they could match sample addition problems (A) to with the textual numbers (C) that were the solution of the addition problems A (A-C). Following mastery of the A-B and B-C relations, none of the participants were able to demonstrate the derived transitive A-C relation. An additional training phase was conducted across all participants whereby two of the five stimulus classes were provided “equivalence” C-A training (matching the textual number C to the equation A), after which all of the participants were able to demonstrate the derived transitive A-C relations across all stimulus classes without direct training of any of the stimulus classes. The results expand on previous research evaluating behavioral approaches to teaching math skills by showing how the development of equivalence class can result in the untrained emergence of novel math skills.
Download or read book Influence of Sample comparison Specific Responding on Prerequisites to Stimulus Equivalence Formation with Two Adults with Language deficiencies and Developmental Disabilities written by Steven William Kvale and published by . This book was released on 1988 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Stimulus Equivalence to Improve Portion Size Estimates in Emerging Adults with Developmental Disabilities written by Laura M. Quintero and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this current study was to evaluate the use of a stimulus equivalence paradigm to teach emerging adults with developmental disabilities to accurately estimate portion sizes. This study also aimed to integrate nutritionally recommended foods to incorporate a socially significant component to promote health related behaviors. Three emerging adults with various developmental disabilities participated in this study. A pre/post-test embedded in a multiple baseline design across food was used to demonstrate experimental control. Results of this study indicated that all participants exhibited accurate portion size estimations following stimulus equivalence direct training trials and test of untrained relations. When asked about their perceptions of the training methods through a social validity questionnaire participants indicated that this training method were effective and acceptable. Limitations and directions for further research are also discussed.
Download or read book Derived Relational Responding written by Ruth Anne Rehfeldt and published by New Harbinger Publications. This book was released on 2009 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a series of revolutionary intervention programs for applied work in human language and cognition, this text is designed for teachers of students with autism and other developmental disabilities. The book presents a program drawn from derived stimulus relations that can be used to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills.
Download or read book Teaching Money Skills Using the PEAK Equivalence Module for Adults with Developmental Disabilities written by Jennifer Zosel and published by . This book was released on 2015 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study evaluated the use of stimulus equivalence to train novel money relations with adults with developmental disabilities. Three programs from the PEAK Relational Training System: Equivalence Module (PEAK-E) were used: Reflexivity: Money, Symmetry: Money to Monetary Value and Equivalence: Monetary Exchange. The overall goal of the study was to evaluate how stimulus equivalence could help the subjects improve money skills, a socially significant behavior for all adults. The study used a multiple probe design across programs to evaluate skill acquisition following the train/test procedure for each program. Results demonstrated a significant increase in PEAK scores from baseline probes for two of the three programs for all subjects. Additionally, results showed that all subjects learned untrained skills. The results of this study demonstrated the value of stimulus equivalence for teaching money skills as well the efficacy of the PEAK-E training system to teach adults with developmental disabilities.
Download or read book 21st Century Psychology A Reference Handbook written by Stephen F. Davis and published by SAGE. This book was released on 2008 with total page 1073 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highlights the most important topics, issues, questions, and debates in the field of psychology. Provides material of interest for students from all corners of psychological studies, whether their interests be in the biological, cognitive, developmental, social, or clinical arenas.
Download or read book Stimulus Equivalence written by Karen Elizabeth Andrews and published by . This book was released on 1994 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Stimulus Modality on the Development of Equivalence Relations in Children with Mild Disabilities written by Lori Jean Marks and published by . This book was released on 1993 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparing the Efficacy and Efficiency of Two Approaches to Teaching Language Skills to Children with Developmental Disabilities Using a Tablet App written by Nicola Paterson and published by . This book was released on 2016 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to teach new words to children diagnosed with a developmental disability using a stimulus equivalence paradigm. A one-to-many (OTM) training structure was used to compare two different teaching protocols for teaching words with a tablet app. These protocols were a simultaneous protocol, which presented both types of teaching trial in mixed blocks, and a sequential protocol, which involved presenting each trial type in separate blocks. Of the five participants, two successfully formed equivalence classes in both conditions. These participants also demonstrated maintenance after three weeks. While the three other participants did not form equivalence classes, they did demonstrate improvements over the course of the study. The two participants who formed equivalence classes required fewer trial blocks to reach criterion in the simultaneous condition. Therefore, unlike previous research this study indicates that a simultaneous protocol for teaching words may be both effective and possibly more efficient when compared to other teaching protocols. This suggests that further research is needed to evaluate differential outcomes relating to the sequencing of trial types within teaching and testing phases of stimulus equivalence teaching programs.
Download or read book Biomedical Index to PHS supported Research written by and published by . This book was released on 1991 with total page 1104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Educator s Guide to Autism Spectrum Disorder written by Kaye L. Otten and published by Corwin Press. This book was released on 2023-07-06 with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identify the best interventions to fit the unique needs of each learner with autism Whatever your role—general or special education teacher, school counselor, therapist, behavior analyst, administrator—you undoubtedly interact with learners with autism spectrum disorder (ASD) and are committed to helping them succeed and thrive. This easy-to-use accessible guide summarizes more than 75 interventions and rates each based on the most recent evidence of effectiveness and safety. Features include: A summary of interventions and treatments from a comprehensive variety of domains organized into 11 categories, including behavioral interventions, visual supports, social and emotional skills training, and physiological interventions, as well as interventions that have the potential for causing harm An evidence-based five-point scale that clearly rates each intervention’s effectiveness for specific learners Guidance for working with colleagues and families to choose and implement the most promising treatments Written by educators with decades of experience and expertise in a variety of settings, many of whom are also Board Certified Behavior Analysts, this comprehensive guide is an indispensable resource for all those who serve students with ASD.
Download or read book Biomedical Index to PHS supported Research pt A Subject access A H written by and published by . This book was released on 1992 with total page 1064 pages. Available in PDF, EPUB and Kindle. Book excerpt:
