Acquisition of Imitative Speech by Schizophrenic Children

Lovaas, O. Ivar; Berberich, John P.; Perloff, Bernard F.; Schaeffer, Benson

doi:10.4324/9781351314442-15

Cited by 6 publications

(9 citation statements)

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“…The use of reinforcement-based procedures in language intervention for children goes back at least half a century. Early studies showed how children could be taught vocal imitation, use of vocabulary words, morphological inflection, and syntax through contingent reinforcement (e.g., Garcia, Guess, & Byrnes, 1973; Guess, Sailor, Rutherford, & Baer, 1968; Lovaas, Berberich, Perloff, & Schaeffer, 1966; Schumaker & Sherman, 1970). Intervention typically consisted of arranging repeated opportunities to reinforce a response under carefully selected conditions.…”

Section: Applicationsmentioning

confidence: 99%

Reinforcement Contingencies in Language Acquisition

Pétursdóttir

Mellor

2016

Policy Insights from the Behavioral and Brain Sciences

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Reinforcement-based language intervention procedures amplify learning processes that operate in children's natural language acquisition. Key Points • • A large number of children require intervention to address deficits in language and communication that may negatively impact their educational and adaptive functioning. • • Potential reinforcement contingencies are embedded in all of children's interactions with caregivers and appear to exert a major influence on the acquisition of language and communication skills; in addition, response-contingent sensory consequences may play a role in vocal development and possibly other aspects of language learning. • • Reinforcement-based language interventions serve to amplify variables that are necessary for reinforcement learning to occur, and have been used successfully to teach various aspects of language and communication for children whose language impairments range from mild to severe. • • When naturally occurring reinforcement contingencies fail to result in age-typical language acquisition, effective arrangement of reinforcement contingencies that operate throughout the day may help support language learning.

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Section: Applicationsmentioning

confidence: 99%

Reinforcement Contingencies in Language Acquisition

Pétursdóttir

Mellor

2016

Policy Insights from the Behavioral and Brain Sciences

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“…when a cookie was presented. Detailed descriptions of similar procedures have been presented in written form by Hewett (1965) and Lovaas, Berberich, Perloff, and Schaeffer (1966), and are also available on film (Lovaas, 1969).…”

Section: Settingmentioning

confidence: 99%

“…(Lovaas and Koegel, 1973). For example, a one-to-one teacher-child ratio was employed with autistic children by Wolf, Risley, and Mees (1964) to modify tantrum behavior; by Hewett (1965), Lovaas (1966Lovaas ( , 1969, and Risley and Wolf (1967) to establish functional speech; by Lovaas, Freitas, Nelson, and Whalen (1967) and Metz (1965) to condition generalized imitation; by Hewett (1964Hewett ( , 1966 to teach reading skills, and by Marshall (1966) to establish self-help skills. While the results of these studies show that behavior modification procedures in one-to-one treatment have been extremely productive in a variety of situations and with diverse behaviors, such procedures have not been systematically investigated in the classroom setting.…”

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confidence: 99%

Treatment of Psychotic Children in a Classroom Environment: I. Learning in a Large Group

Koegel¹,

Rincover²

2017

Behavior Therapy With Children

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The purpose of this study was to investigate systematically the feasibility of modifying the behavior of autistic children in a classroom environment. In the first experiment, eight autistic children were taught certain basic dassroom behaviors (including attending to the teacher upon command, imitation, and an elementary speaking and recognition vocabulary) that were assumed to be necessary for subsequent learning to take place in the classroom. Based on research documenting the effectiveness of one-to-one (teacher-child ratio) procedures for modifying such behaviors, these behaviors were taught in one-to-one sessions. It was, however, found that behaviors taught in a one-toone setting were not performed consistently in a classroom-sized group, or even in a group as small as two children with one teacher. Further, the children evidenced no acquisition of new behaviors in a classroom environment over a four-week period. Therefore, Experiment II introduced a treatment procedure based upon "fading in" the classroom stimulus situation from the one-to-one stimulus situation. Such treatment was highly effective in producing both a transfer in stimulus control and the acquisition of new behaviors in a kindergarten/first-grade classroom environment.Autism is a severe form of childhood psychosis characterized by the relative absence of appropriate speech, play, and social behavior, and by a relatively high frequency of bizarre, repetitive mannerisms and tantramous behaviors. A large majority of the research investigating variables in the treatment of autistic children has utilized a one-to-one teacher-child ratio lThis investigation was

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“…65 Lovaas later wrote on 'building social behaviour in autistic children by the use of electric shock', a rather incongruous idea, but he had a lot of support for his work. 66 In the USA, the 1960s also saw a flood of experiments with LSD (d-lysergic acid diethylamide) in the 'treatment' of autism in children. Lauretta Bender conducted LSD experiments on children from the ages of four to fifteen years and argued that the drug improved children's 'verbalisations' and 'reality testing', whilst reducing their 'anxiety' and 'bizarre ideation' .…”

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The transformation of social life and the transformation of autism in the 1960s

Evans¹

2017

The Metamorphosis of Autism

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The change in meaningThe establishment of child psychology in the early twentieth century enabled a stable theory of the development of children's subjectivity to settle by the 1950s. This model can be characterised as one in which early infantile hallucinatory wishes, dreams and thoughts slowly come to be replaced by reality, and realistic representations in the mind, via the infant's everyday experience and interaction with objects. It was only behaviourists that challenged this theory, but as they had no replacement model for the development of subjectivity, all they could offer were criticisms rather than an alternative. However, by the 1960s, shifts began to take place that encouraged the development of new theories of the development of subjectivity in infants and children. These new models built on Cyril Burt's idea to use statistical analyses of populations in order to generate scientific proof for the development of conceptual awareness in children. Just as in all earlier theories of child development, these new theories of subjective development had the concept of autism at their core.One important occurrence in the search for scientific proof for autism was the deconstruction of the concept; it was interrogated, probed and criticised to its limits so that by the end of the 1960s, the initial meaning of the word 'autism' was completely annihilated. In fact, the new 'autism' that was developed during the 1960s had the exact opposite meaning of that which had prevailed until the end of the 1950s. Whereas autism and its conceptual cousins -primary narcissism, autoerotism, etc. -had previously always referred to hallucinatory Bonnie Evans -9781526110015 Downloaded from manchesterhive.com at

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Acquisition of Imitative Speech by Schizophrenic Children

Cited by 6 publications

References 0 publications

Reinforcement Contingencies in Language Acquisition

Reinforcement Contingencies in Language Acquisition

Treatment of Psychotic Children in a Classroom Environment: I. Learning in a Large Group

The transformation of social life and the transformation of autism in the 1960s

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