Search

Two issues of each volume of the Journal of Applied Behavior Analysis were reviewed to identify research reports focusing on individuals with autism. The identified articles were analyzed to describe the ages of individuals with autism, the settings in which the research occurred, the nature of the behaviors targeted for intervention, and the independent variables used. The data are analyzed in terms of shifts over time. These data were used to present a description of the changes in applied behavior analysis work related to individuals with autism. [ABSTRACT FROM AUTHOR]

Presents the reflections on the effects of instructive behavior feedback related and unrelated to the target behavior. Integration of the direct instructional sessions; Presentation of instructive feedback stimuli; Distinction between observational and incidental learning.

Examines the effects of instructive feedback related and unrelated to the target behaviors. Use of constant time delay procedure to teach the target behaviors; Need for an emotional support for students with ages of nine to ten years; Factors reversing the academic domains of the related and unrelated stimuli.

Examines the teaching of discrete skills to students with moderate mental retardation. Use of the system of least prompts; Need of instructor to identify hierarchy of prompts; Failure of students to follow predicted sequence of learning.

In this investigation we examined the effectiveness of constant time delay (CTD) in a small group instructional arrangement. Five primary-aged students in a self-contained classroom for students with moderate delays were taught to read environmental sight words. In addition, we assessed observational learning (students learning other group members' words) across each instructional condition. The definitions of the words taught were inserted in the descriptive verbal praise statement after correct responses. We assessed students on their acquisition of the definitions of their target and observational learning words. We used a multiple probe design across word sets to assess the effectiveness of the CTD procedure in the small group instructional arrangement. The results indicated that (a) CTD was effective in. teaching sight words to four students, (b) students acquired some information targeted for other students, and (c) students acquired a minimal amount of information presented in the praise statements for their own and other group members' target behaviors. [ABSTRACT FROM AUTHOR]

Presents the findings of a study which evaluated the effects of using transition based teaching with instructive feedback to determine whether kindergarten students with and without disabilities would acquire academic skills. Identification of methodology which was used to acquire results; What results revealed about constant-time-delay procedure.

Examines the importance of least prompts procedure in teaching mentally retarded children in a small-group instructional arrangements. Efficiency in teaching food words to the students; Acquisition of a secondary nontarget stimuli; Success of the instructional strategies.

Investigates the use of progressive time-delay procedure to teach students with moderate mental retardation to read sight words. Definitions of target words; Acquisition of the target words by the students; Need of teachers to include related nontargeted information.