Teaching Social Language to Moderately Handicapped Students

Haring, Thomas G.; Roger, Blair; Lee, Mellanie; Breen, Catherine G.; Gaylord‐Ross, Robert

doi:10.1901/jaba.1986.19-159

Cited by 54 publications

(16 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conversation initiation and expansion skills were taught separately and sequentially using procedures taken directly from Haring, Roger, Lee, Breen, and Gaylord-Ross (1986). Training was conducted in the kitchen while the experimenter was instructing a coresident in a food preparation task.…”

Section: Methodsmentioning

confidence: 99%

Linking Descriptive and Experimental Analyses in the Treatment of Bizarre Speech

Mace

Lalli

1991

J of App Behav Analysis

268

169

View full text Add to dashboard Cite

Descriptive and experimental methods were used to analyze the environmental determinants of an adult's bizarre speech. A descriptive analysis of behavior under natural conditions indicated that bizarre vocalizations occurred most often in the presence of task-related demands and in the absence of adult attention. Further, bizarre speech occurring during tasks was followed frequently by the cessation of task demands by staff or the subject's voluntary disengagement from task-related activities; bizarre speech observed during noninteractional periods (i.e., in the absence of adult attention) was frequently followed by staff attention. The escape and attention hypotheses were tested under analogue conditions. Results of the experimental analysis supported only the attention hypothesis; that is, bizarre speech appeared to function as an attention-producing behavior. The functional analysis data were used to select two different yet functionally equivalent treatments. The first treatment provided the subject with noncontingent scheduled attention. The second intervention taught the subject social language skills in the form of initiation and expansion statements. Both interventions were effective in suppressing maladapted speech. Advantages of linking descriptive and experimental analyses are discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

Linking Descriptive and Experimental Analyses in the Treatment of Bizarre Speech

Mace

Lalli

1991

J of App Behav Analysis

268

169

View full text Add to dashboard Cite

show abstract

“…Studies making more naturalistic observation often just de ned a prompt, in the absence of which communication was considered spontaneous or initiated (e.g., Charlop & Trasowech, 1991;Duker & van Lent, 1991). Quite a number of studies were concerned with conversational interactions and such research tended to adopt de nitions associated with sequencing of turns or topic shift (e.g., Dattilo & Camarata, 1991;Haring, Roger, Lee, Breen & Gaylord-Ross, 1986). However, the common characteristic of all de nitions was the treatment of spontaneity or initiation as a binary variable such that communicative acts were either initiations or responses.…”

Section: Yoder Andmentioning

confidence: 99%

A conceptual analysis of communicative spontaneity

Carter

Hotchkis

2002

Journal of Intellectual & Developmental Disability

View full text Add to dashboard Cite

Communicative spontaneity is reported to present a signi cant problem for individuals with high support needs. Examination of literature addressing communicative spontaneity reveals conceptually opposing views of the phenomenon. Both the binary and the continuum conceptualisations are examined in this paper in speci c relation to their logical consistency, explanatory power and limitations. It is argued that the continuum conceptualisation offers much greater explanatory power and facilitates understanding of communicative spontaneity. Several approaches to the operationalisation of the continuum approach are considered and contrasted. Limitations and problems with existing approaches to the operationalisation of spontaneity are explored and an alternative proposed.

show abstract

“…The first 30 min of each tape were transcribed by two graduate students in education. Transcribers wrote the exact statements the participants and others made (Haring, Roger, Lee, Breen, & Gaylord-Ross, 1986). These utterances were then coded into the behavioral categories.…”

Section: Target Behaviors Measurement and Reliabilitymentioning

confidence: 99%

A Problem‐solving Approach to Social Skills Training in Employment Settings With Mentally Retarded Youth

Park

Gaylord‐Ross

1989

J of App Behav Analysis

View full text Add to dashboard Cite

The present study examined two approaches to teaching social behaviors to 3 developmentally disabled youths in work contexts. In one approach, a problem-solving procedure was learned and transferred to different materials. Conversational probes monitored interactions between disabled employees and their co-workers and customers. A multiple baseline design demonstrated that the training produced generalization and maintenance of the targeted social behaviors to the work settings: A second approach based on a role-playing intervention produced no substantial generalization in the work setting. A social validation questionnaire administered to co-workers supported the efficacy of the problem-solving training procedure. The efficacy of social problem-solving training was discussed in terms of sufficient exemplars, common stimuli, and self-mediations.

show abstract

Teaching Social Language to Moderately Handicapped Students

Cited by 54 publications

References 12 publications

Linking Descriptive and Experimental Analyses in the Treatment of Bizarre Speech

Linking Descriptive and Experimental Analyses in the Treatment of Bizarre Speech

A conceptual analysis of communicative spontaneity

A Problem‐solving Approach to Social Skills Training in Employment Settings With Mentally Retarded Youth

Contact Info

Product

Resources

About