ESTABLISHING USE OF CRUTCHES BY A MENTALLY RETARDED SPINA BIFIDA CHILD1

Horner, R. Don

doi:10.1901/jaba.1971.4-183

Cited by 39 publications

(10 citation statements)

References 4 publications

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“…A few studies have introduced subjects to semicontrived or redesigned "natural" reinforcement communities. A simple but meaningful example was provided by Horner (1971), who taught a 5-yr-old institutionalized retarded boy to walk on crutches in an experimental setting. The child was then prompted to generalize the new walking skill to other settings and activities to which he previously had been taken in a wheelchair by solicitous caretakers, by enlisting those caretakers to refrain from offering this help.…”

Section: Sequential Modificationmentioning

confidence: 99%

AN IMPLICIT TECHNOLOGY OF GENERALIZATION¹

Stokes

Baer

1977

J of App Behav Analysis

2,770

1,746

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Traditionally, discrimination has been understood as an active process, and a technology of its procedures has been developed and practiced extensively. Generalization, by contrast, has been considered the natural result of failing to practice a discrimination technology adequately, and thus has remained a passive concept almost devoid of a technology. But Traditionally, many theorists have considered generalization to be a passive phenomenon. Generalization was not seen as an operant response that could be programmed, but as a description of a "natural" outcome of any behavior-change process. That is, a teaching operation repeated over time and trials inevitably involves varying samples of stimuli, rather than the same set every time; in the same way, it inevitably evokes and reinforces varying samples of behavior, rather than the same set every time. As a consequence, it is predictable that newly taught responses would be controlled not only by the stimuli of the teaching program, but by others somewhat resembling those stimuli (Skinner, 1953, p. 107ff.). Similarly, responses resembling those established directly, yet not themselves actually touched by the teaching procedures, would appear as a result of the teaching (Keller and 'Preparation of this paper was supported in part by

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Section: Sequential Modificationmentioning

confidence: 99%

AN IMPLICIT TECHNOLOGY OF GENERALIZATION¹

Stokes

Baer

1977

J of App Behav Analysis

2,770

1,746

View full text Add to dashboard Cite

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“…Program Implementation Behaviors Because most of Sunland's clients were nonambulatory or minimally ambulatory, the physical-therapy department there strongly advocated ambulation training. Successful implementation of an ambulation program is characterized by an extremely complex behavior interaction between staff and client, in which each performs the behavior targeted by the program (Horner, 1971;Meyerson, Kerr, and Michael, 1967;O'Brien, Azrin, and Bugle, 1972). However, as illustrated in Figure 2, such an interaction is only one of the four possible interactions a staff/client pair could exhibit.…”

Section: Subjectsmentioning

confidence: 99%

Measuring Client Gains From Staff‐implemented Programs

Greene

Willis²,

Levy³

et al. 1978

J of App Behav Analysis

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Confidence in the adequacy with which staff implement training programs requires an analysis of the impact on the client. In two experiments, measures, were devised to reflect this impact. In the first, a measure of the consistency with which clients participated in a toilet-training program revealed their participation to be erratic. Consistent participation occurred after a public display of the consistency of participation was introduced. In Experiment II, detailed measures were devised to reflect the client's performance during the implementation of two physical-therapy programs: range-of-motion and ambulation. Additionally, standardized measures of the benefits that accrued from their participation in these programs were devised. Improvements in both measures were slight and unstable during a condition of immediate feedback (supervisor praise) to staff but substantial improvements were obtained with the addition of a public display of the client's performance.

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“…There are a limited number of research reports available which demonstrate substitution of naturally occurring reinforcers as a method of promoting generalization and response maintenance (Hopkins, 1968;Horner, 1971;Jones & Kazdin, 1975). Hopkins (1968) taught a severely retarded child to smile contingent upon receiving candy reinforcement.…”

Section: Contingency Fading and The Use Of Natural Reinforcersmentioning

confidence: 99%

“…Eventually the candy was withdrawn while smiling behavior was maintained through attention received from others. In another report, a moderately retarded child was taught to use crutches through a task analysis skill sequence (Horner, 1971). Use of parallel bars, prompting, and primary reinforcement was gradually faded to independent use of the crutches as the child discovered the naturally reinforcing aspects of his increased mobility, i.e., play and school.…”

Section: Contingency Fading and The Use Of Natural Reinforcersmentioning

confidence: 99%

Transfer of Training in Behavior Modification Programs: An Evaluative Review

1977

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A selective review of behavior modification programs, which emphasized procedures for programming transfer of training and response maintenance, was undertaken. The principle focus was to evaluate the effectiveness of generalization techniques utilized with exceptional children and to enumerate several points for maintaining performance in the classroom. The role of self-management skills was also discussed, but it was conlcuded that logistical constraints and motivational impediments present in most special education classrooms prevent the emergence of widespread self-regulatory programming at this time. The most influential factors in programming transfer of training and response maintenance were found to be varying stimulus conditions, parent training, and peer programming.A frequent criticism of behavior modification programs is their alleged failure to produce generalization. This usually means that what is learned in an original educational or training environment fails to occur in other similar but not previously experienced situations. This failure is especially problematic when the nature of many of the target behaviors is considered. For the most part, behavior modification programs have been used with individuals who have a history of extensive academic and social failure. Their acquisition of adaptive behaviors in special learning situations is exciting and encouraging. However, if it is true that many behavior modification programs do fail to produce generalization, there is good reason for concern. Such a failure will require that the learner receive direct training in all the new or varied settings which may be encountered. It is unlikely that sufficient staff, time, money, or other resources would be available for a large number of repeated educational or training experiences with each child.The critical question in generalization is to identify procedures which may be used to modify an initial learning situation so that the same properties of a target behavior occur in diverse settings. Our review of 40 behavior modification articles has identified a number of issues and recommendations related to generalization procedures and principles. The first issue is whether or not generalization can occur in behavior modification programs. In reviewing the generalization effects of behavior modification programs, Kazdin (1975) concludes that while generalization seldom occurs as an automatic by-product of at The University of Iowa Libraries on June 13, 2015 sed.sagepub.com Downloaded from

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ESTABLISHING USE OF CRUTCHES BY A MENTALLY RETARDED SPINA BIFIDA CHILD¹

Cited by 39 publications

References 4 publications

AN IMPLICIT TECHNOLOGY OF GENERALIZATION¹

AN IMPLICIT TECHNOLOGY OF GENERALIZATION¹

Measuring Client Gains From Staff‐implemented Programs

Transfer of Training in Behavior Modification Programs: An Evaluative Review

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ESTABLISHING USE OF CRUTCHES BY A MENTALLY RETARDED SPINA BIFIDA CHILD1

Cited by 39 publications

References 4 publications

AN IMPLICIT TECHNOLOGY OF GENERALIZATION1

AN IMPLICIT TECHNOLOGY OF GENERALIZATION1

Measuring Client Gains From Staff‐implemented Programs

Transfer of Training in Behavior Modification Programs: An Evaluative Review

Contact Info

Product

Resources

About

ESTABLISHING USE OF CRUTCHES BY A MENTALLY RETARDED SPINA BIFIDA CHILD¹

AN IMPLICIT TECHNOLOGY OF GENERALIZATION¹

AN IMPLICIT TECHNOLOGY OF GENERALIZATION¹