Development of Listening Skills in Retarded Children:

Keogh, Deborah; Burgio, Louis D.; Whitman, Thomas L.; Johnson, Moses R.

doi:10.1300/j019v05n01_04

Cited by 21 publications

(12 citation statements)

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“…This investigation extends the literature on correspondence training by using the procedure to impact the behavior of young children with developmental disabilities. Although a number of studies have evaluated use of correspondence training procedures with young children without disabilities (e.g., Baer, Detrich, & Weninger, 1988;Guevremont, Osnes, & Stokes, 1986a, 1986bRisley & Hart, 1968) and older individuals with disabilities (e.g., Deacon & Konarski, 1987;Keogh, Burgio, Whitman, & Johnson, 1983;Wilson, Rush, & Lee, 1992), few investigations have included young children with developmental delays.…”

Section: Implications Of the Studymentioning

confidence: 99%

Increasing Engagement of Preschoolers With Disabilities Through Correspondence Training and Picture Cues

Bevill

Gast²,

Maguire³

et al. 2001

Journal of Early Intervention

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This investigation evaluated the effects of a hierarchical intervention that consisted of picture cues and correspondence training procedures to increase engagement of 4 young children with significant developmental delays during classroom free play sessions. Up to three levels of intervention were introduced with each child, with more intrusive levels being used only when less intrusive levels had failed to impact behavior. A multiple-probe design across children was used to evaluate the effectiveness of the intervention. Results of the study were mixed, with 2 children requiring less intrusive levels of intervention and 2 children requiring the entire intervention package in order to reach criterion.

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Section: Implications Of the Studymentioning

confidence: 99%

Increasing Engagement of Preschoolers With Disabilities Through Correspondence Training and Picture Cues

Bevill

Gast²,

Maguire³

et al. 2001

Journal of Early Intervention

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“…DESCRIPTORS: correspondence training, rule-governed behavior, verbal regulation, generalized verbal control, mentally retarded A significant body of research has shown that the set of procedures known as correspondence training has proven successful in altering the rate of a variety of appropriate and inappropriate behaviors in preschool and mentally retarded children (e.g., Baer, Williams, Osnes, & Stokes, 1984, 1985Keogh, Burgio, Whitman, & Johnson, 1983;Risley & Hart, 1968;Whitman, Scibak, Butler, Richter, & Johnson, 1982;Williams & Stokes, 1982). These procedures facilitate the development of a relationship between a person's verbal behavior and subsequent or prior nonverbal behaviors.…”

mentioning

confidence: 99%

Correspondence Training: An Example of Rule‐governed Behavior?

Deacon¹,

Konarski

1987

J of App Behav Analysis

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Two groups of six mentally retarded adults were exposed to either a "say/do" correspondence training program or a "do only" reinforcement procedure to evaluate the suggestion of Rogers-Warren and Baer (1976) that reinforcement of the nonverbal target behavior in the absence of the relevant verbal behavior may account for the behavior changes seen in correspondence training. The participants worked in an experimental setting on a variety of manipulatory responses leading to various auditory and visual consequences. Analysis of individual patterns of responding indicated no apparent differences between the groups during training; four individuals in each group appeared to develop generalized correspondence skills. We conclude that the outcome of correspondence training may not necessarily be verbal regulation of behavior as is assumed. Rather, we suggest that the notion of rule-governed behavior can best account for the type of behavior changes seen in correspondence studies.

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“…Basic research in the area of correspondence training suggests that correspondence procedures can produce rapid changes in nonverbal (target) behavior by strengthening the appropriate verbal-nonverbal relationship (Baer, Williams, Osnes, & Stokes, 1984;Israel, 1973;Israel & Brown, 1977;Israel & O'Leary, 1973;Paniagua, Stella, Holt, Etzel, & Baer, 1982;Risley & Hart, 1968;Rogers-Warren & Baer, 1976;Williams & Stokes, 1982). Several investigators have emphasized the clinical effects of correspondence training (e.g., Baer, Osnes, & Stokes, 1983;Brodsky, 1968;Finney, Russo, & Cataldo, 1982;Jewett & Clark, 1979;Keogh, Burgio, Whitman, & Johnson, 1983;Paniagua, 1985;Wacker & Greenebaum, 1984;Whitman, Scibak, Buttler, Richter, & Johnson, 1982). The present study is unique in its emphasis on using correspondence training procedures in the management of hyperactive children.…”

mentioning

confidence: 99%

Management of hyperactive children through correspondence training procedures: A preliminary study

Paniagua

1987

Behavioral Interventions

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This study examined the clinical effects of correspondence training procedures in the management of three hyperactive boys between the ages of seven and 10 years. Two subjects were intervened with the "reinforcement of corresponding reports" procedure: reports about the inhibition of hyperactivity (inattention and overactivity) were reinforced only if they corresponded with the actual inhibition of hyperactivity. The "reinforcement set up contingent upon promises" procedure was used with the third subject: the reinforcer was set up (or displayed) contingent on the patient's promises about the inhibition of hyperactivity in the immediate future, and delivered contingent upon fulfillment of the promise (actual inhibition of hyperactivity). These interventions were programmed in a multipie baseline design across two subjects and a multiple baseline design across two behaviors. A changing-criterion design was also used with all subjects: the nonoccurrence of hyperactivity had to be observed across a pre-established criterion level for the actual delivery of the reinforcer. Consistently higher levels of correspondence occurred during treatment, relative to baseline observations. The results also demonstrated the generalization and maintenance of treatment effects. The use of correspondence training as a potential alternative in the development of hyperactive children's self-control is discussed.

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Development of Listening Skills in Retarded Children:

Cited by 21 publications

References 0 publications

Increasing Engagement of Preschoolers With Disabilities Through Correspondence Training and Picture Cues

Increasing Engagement of Preschoolers With Disabilities Through Correspondence Training and Picture Cues

Correspondence Training: An Example of Rule‐governed Behavior?

Management of hyperactive children through correspondence training procedures: A preliminary study

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