<i>Speech and Language Development of a group of</i> Mentally Deficient Children Enrolled in Training Programs

Johnson, G. Orville; Capobianco, Rudolph J.; Miller, Donald Y.

doi:10.1177/001440296002700203

Cited by 6 publications

(4 citation statements)

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“…Thus, it is not unusual that many attempts to modify the speech and language-related skills of such populations have occurred (Baer, Peterson, and Sherman, 1967;Bricker and Bricker, 1970;Johnson, Capobianco, and McLean, 1970;Miller, 1960 (Spradlin, 1963).…”

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confidence: 99%

“…Probe data revealed that some variations of the verbal instructions controlled responses after training was completed.The prevalence of speech and language disorders among retarded populations has frequently been documented (Schlanger and Gottsleben, 1957;Spradlin, 1963). Thus, it is not unusual that many attempts to modify the speech and language-related skills of such populations have occurred (Baer, Peterson, and Sherman, 1967;Bricker and Bricker, 1970; Johnson, Capobianco, and McLean, 1970;Miller, 1960). Many of these initial attempts have focused on motor imitation or the correct production of speech with institutionalized subjects.…”

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confidence: 99%

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TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI¹

Striefel

Bryan²,

Aikins³

1974

J of App Behav Analysis

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A transfer of stimulus control procedure was used to teach three profoundly retarded adolescents a series of specific responses to specific verbal instructions. After imitative control of a behavior was established, a verbal instruction was presented immediately before the behavior was modelled. Each correct response was followed on the next trial by inserting a delay between the verbal instruction and the modelling of the behavior.The delays increased from trial to trial. Transfer of stimulus control was indicated when a subject responded correctly on five consecutive trials before the behavior was modelled. All three subjects responded correctly to each verbal instruction after that item was trained in a multiple-baseline order. Generalization did not occur to items that had not been trained. Probe data revealed that some variations of the verbal instructions controlled responses after training was completed.The prevalence of speech and language disorders among retarded populations has frequently been documented (Schlanger and Gottsleben, 1957;Spradlin, 1963). Thus, it is not unusual that many attempts to modify the speech and language-related skills of such populations have occurred (Baer, Peterson, and Sherman, 1967;Bricker and Bricker, 1970; Johnson, Capobianco, and McLean, 1970;Miller, 1960). Many of these initial attempts have focused on motor imitation or the correct production of speech with institutionalized subjects. Yet, for the institutionalized retardate, environmental contingencies are organized so that reinforcement is more likely to occur for behaviors such as being able to follow instructions.

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confidence: 99%

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI¹

Striefel

Bryan²,

Aikins³

1974

J of App Behav Analysis

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“…As Spradlin (1963) pointed out, the results of such studies indicate that about 57 to 72% of institutionalized mentally defectives have speech defects. Because of the high frequency of speech problems, there have been many attempts to modify the verbal behavior of this population (e.g., Schneider and Vallon, 1955;Mechan, 1955;Johnson, Capobianco, and Miller, 1960). Such studies have typically attempted to increase the frequency of specific types of verbalizations and/or to improve articulation.…”

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Effects of Reinforcement and Guidance Procedures on Instruction‐following Behavior of Severely Retarded Children

Whitman

Zakaras

Chardos

1971

J of App Behav Analysis

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Positive reinforcement, physical guidance, and fading procedures were used to teach two severely retarded children motor responses to a variety of verbal instructions. Subjects' responses to one set of instructions provided the focus for the training procedures. Their responses to a second set of instructions were used to assess the generalized effects of training. The frequency of responses to both sets of instructions was evaluated during Baseline 1, Training 1, Baseline 2, and Training 2 periods. During the training periods, this evaluation was made after the daily training sessions when no training procedures were in effect. Results indicated that the subjects showed pronounced increases in instruction-following behaviors (both trained and untrained) during training periods with decreases in such behavior occurring during the Baseline 2 period. The general findings demonstrate the applicability of the training procedures for producing and maintaining instruction-following behaviors in severely retarded children and for facilitating appropriate responding to instructions not directly involved in training.

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“…The use of diagnostic tests that might tap characteristic errors, Gilmore (1947), Neale (1958), the use of profile scores for intelligence testing Wechsler (1949) and the use of such diagnostic information in teaching, Tansley and Gulliford (1960), O. Johnson (1960), Kephart (1960, brought attention to the need for updating professional preparation of specialist teachers. The beginnings of operant conditioning techniques were being felt in the sphere of the emotionally disturbed child, while Freudian psychoanalytic theory in England took a major turn with Fairbairn's emphasis that behaviour is motivated by object-seeking -the need for deep relatedness rather than pleasure seeking.…”

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confidence: 99%

Standard Deviations: Changing Parameters in Special Education. Marie D. Neale

Neale

Psch.²,

Ps³

1971

The Slow Learning Child

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Speech and Language Development of a group of Mentally Deficient Children Enrolled in Training Programs

Cited by 6 publications

References 1 publication

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI¹

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI¹

Effects of Reinforcement and Guidance Procedures on Instruction‐following Behavior of Severely Retarded Children

Standard Deviations: Changing Parameters in Special Education. Marie D. Neale

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Speech and Language Development of a group of Mentally Deficient Children Enrolled in Training Programs

Cited by 6 publications

References 1 publication

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI1

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI1

Effects of Reinforcement and Guidance Procedures on Instruction‐following Behavior of Severely Retarded Children

Standard Deviations: Changing Parameters in Special Education. Marie D. Neale

Contact Info

Product

Resources

About

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI¹

TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI¹