An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining

Slocum, Sarah K.; Tiger, Jeffrey H.

doi:10.1901/jaba.2011.44-793

Cited by 39 publications

(19 citation statements)

References 23 publications

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“…Furthermore, this approach may be effective as imagery, similar to physical skills, can be broken down into more manageable chunks and improved with practice (Hall, 2001;Williams et al, 2013). For example, children are able to learn a skill quicker through breaking it down, or "chaining" (Slocum & Tiger, 2011). A similar approach was undertaken with the present imagery intervention.…”

Section: Layering Pettlep Elements and Imagery Abilitymentioning

confidence: 95%

A PETTLEP Imagery Intervention with Young Athletes

Quinton

Cumming

Gray

et al. 2014

Journal of Imagery Research in Sport and Physical Activity

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The PETTLEP model of imagery (Holmes & Collins, 2001) was designed to produce more effective imagery. The PETTLEP acronym represents seven key elements (i.e., Physical, Environment, Task, Timing, Learning, Emotion, and Perspective) which should be considered by researchers and practitioners when delivering an imagery intervention. It is thought that by including these elements the functional equivalence at the neural level between imagery and performance will be increased. A number of interventions have supported the use of PETTLEP imagery in improving performance of motor skills (e.g., Smith, Wright, Allsopp, & Westhead, 2007. To date, however, these PETTLEP interventions have mainly been applied to adult populations with very few conducted with children. The aim of the present study was to test the effects of a 5-week layered-PETTLEP intervention (i.e., adding PETTLEP elements progressively) on movement imagery ability and performance of a soccer task in children. A secondary aim was to examine the potential for a sport-specific nutritional intervention to serve as an effective control condition. Thirty-six children (34 male, 2 female, M age ¼ 9.72 years, SD ¼ 2.05) from a local futsal club were age matched and then randomly allocated to either a PETTLEP imagery intervention group or a nutrition control group. Pre-testing consisted of the Movement Imagery Questionnaire for Children and a dribbling and passing motor task. Posttest protocol was the same with the addition of a nutritional knowledge test. Despite the imagery intervention producing no significant improvements in imagery ability or motor task performance, there was a significant correlation at post-test for the imagery group between age and external visual (r ¼ 0.56, p < 0.05) and kinesthetic imagery ability (r ¼ 0.57, p < 0.05). Furthermore, the nutrition group scored significantly higher than the imagery group on the nutrition test (p < 0.05). This study highlights important aspects that need to be considered when delivering PETTLEP imagery interventions to children. This study is also one of the first studies to show that control groups, especially with children, can be used for educational purposes. Similar control groups should be considered in future research, as it means interventions can not only be used in a practical manner to improve sporting performance but also to educate and improve knowledge.

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Section: Layering Pettlep Elements and Imagery Abilitymentioning

confidence: 95%

A PETTLEP Imagery Intervention with Young Athletes

Quinton

Cumming

Gray

et al. 2014

Journal of Imagery Research in Sport and Physical Activity

View full text Add to dashboard Cite

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“…The parent's high-preference (HP) prompting procedure was identified once the parent selected one procedure six more times than any other procedure (Slocum & Tiger, 2011). Sessions continued until we identified the HP procedure, or the parent completed 20 choice sessions with no preference (Luczynski & Hanley, 2009).…”

Section: Choice Sessionsmentioning

confidence: 99%

An evaluation of parent preference for prompting procedures

Halbur

Kodak

Wood

et al. 2019

J of App Behav Analysis

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Parent participation in intervention can enhance intervention efficacy and promote generalization of skills across settings. Thus, parents should be trained to implement behavioral interventions. The purpose of the current investigation was to evaluate parent preference for and acceptability of 3 commonly used prompting procedures. We trained parents of children with disabilities to use 3 empirically validated prompting strategies (i.e., least-to-most, most-to-least, and a progressive-prompt delay). Once the parent reached the mastery criteria with each prompting procedure, we evaluated his/her preference for each of the procedures using a concurrent-chains arrangement. We also measured treatment acceptability of all procedures throughout the study. All participants met the mastery criteria for each of the prompting procedures and showed a preference for least-to-most prompting. Results suggest parents' acceptability of procedures prior to training were different than posttraining/post-child practice. In addition, acceptability rating scores obtained at the end of the investigation corresponded to preference of intervention during the concurrent-chains arrangement. The results demonstrate the benefits of objective measures for studying preference for behavioral, skill-acquisition procedures.

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“…Chaining is an effective method that falls under applied behavioral analysis teclmiques (Hayward et ai., 2009). Slocum and Tiger (2011) completed a study of backwards and forwards chaining with children with developmental and leaming disabilities. TIns study identified that both backwards and forwards chaining were successful with children, though one was no more successful then the other.…”

Section: Cognitive Behavioral Theorymentioning

confidence: 99%

Motivating the Unmotivated Child: Using Psychosocial Intervention Methods in the School

Mot

Nielsen

2014

Journal of Occupational Therapy, Schools, & Early Intervent

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These issues prevent children with motivational and behavioral issues from receiving the best care possible and, in some cases, from receiving therapy at all. Methods: An extensive literature review was conducted to understand current utilization of psychosocial strategies in school-based occupational therapy practice, barriers therapists experience in applying these strategies, and effective psychosocial strategies for children with motivational issues. Findings of the literature suggested that continuing education was correlated with increased confidence in employing psychosocial methods, therefore the authors decided to focus on educating therapists regarding psychosocial methods that are utilized with children. Summary of Results: The outcome of this scholarly project was an article titled: Motivating the Unmotivated Child: Using Psychosocial Intervention Methods in the School. The difficulty occupational therapists face in using psychosocial strategies in school-based practice is illustrated in this article, as well as eight concepts that occupational therapists can apply when working to engage the unmotivated child in the therapy process. Conclusions: The article for submission is only one step in overcoming barriers to using psychosocial strategies in school-based practice. The authors recommend providing VI further continuing education for therapists to address the use of psychosocial methods within the school system. It is also recommended that a research study be conducted in order to understand the effectiveness of the psychosocial methods in the school system. Limitations of the project include difficulty accessing the entire targeted audience. Vll

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An Assessment of the Efficiency of and Child Preference for Forward and Backward Chaining

Cited by 39 publications

References 23 publications

A PETTLEP Imagery Intervention with Young Athletes

A PETTLEP Imagery Intervention with Young Athletes

An evaluation of parent preference for prompting procedures

Motivating the Unmotivated Child: Using Psychosocial Intervention Methods in the School

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