Modeling: Research with Implications for Special Education

Cullinan, Douglas; Kauffman, James M.; LaFleur, N. Kenneth

doi:10.1177/002246697500900215

Cited by 14 publications

(3 citation statements)

References 74 publications

(77 reference statements)

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“…They also support reports by other workers who have used similar procedures in the treatment of undesirable behaviour (e.g. Cullinan et al, 1975;Kauffman et al, 1977) and the training of desirable behaviours (Wheman, 1976;Davis, 1979).…”

Section: Discussionsupporting

confidence: 84%

Self‐modelling and weight control

Owusu-Bempah¹,

Howitt²

1983

British Journal of Medical Psychology

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This study investigated the use of self-modelling in the treatment of obesity or overweight. Thirty-two females enrolled in a private slimming club volunteered to participate in this study which was conducted over a period of 10 weeks. The experimental and control groups were similar as far as their pre-treatment mean weights and desired mean weights were concerned. Analysis of the data indicated that towards the end of the study the experimental group lost significantly more weight than the control groups. At the end of the study, the average weight loss for the experimental group was 4.27 pounds, for the control group I, 2.45 pounds, and for control group II, 3.66 pounds. Analysis of follow-up data collected six weeks after the end of the study confirmed this finding. At follow-up data collected six weeks after the end of the study confirmed this finding. At follow-up the mean weight loss was 8.27 pounds, 2.00 pounds for the experimental group, control group I and control group II, respectively. The data suggest that self-modelling can be used in the control of addictive behaviours.

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Section: Discussionsupporting

confidence: 84%

Self‐modelling and weight control

Owusu-Bempah¹,

Howitt²

1983

British Journal of Medical Psychology

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“…Interventions based on modeling have been used extensively to teach receptive and expressive language repertoires to preschool children (Brown, 1976;Cocking, 1977;Goldstein, 1984;Morgulas & Zimmerman, 1979;Whitehurst, 1977;Whitehurst, Ironsmith, & Goldfein, 1974) and to language-delayed children (Courtright & Courtright, 1976Goldstein & Brown, 1989;Prelock & Panagos, 1980). Although modeling has been widely recognized as a powerful process for facilitating children's language learning, a number of investigators have pointed out that modeling procedures have not been used to their fullest extent (Baer, Peterson, & Sherman, 1967;Browder, Schoen, & Lentz, 1986-1987Cullinan, Kauffman, & LaFleur, 1975;Glidden & Warner, 1982). This seems surprising given the Correspondence and requests for reprints should be addressed to Howard Goldstein, Department of Communication, 1117 Cathedral of Learning, University of Pittsburgh, Pittsburgh, Pennsylvania 15260. prevalent use of imitation as a component of teaching.…”

mentioning

confidence: 99%

Generalized Language Learning by Children With Severe Mental Retardation: Effects of Peers' Expressive Modeling

Goldstein

Mousetis

1989

J of App Behav Analysis

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In this study, we investigated the conditions that contribute to observational learning of generalized language in children with severe mental retardation. Matrix-training strategies were used to teach 6 children with mental retardation to combine known words into two- or three-word utterances consistent with syntactic rules. Subsequently, the children learned two or more unknown words concurrently, inducing word-referent relations consistent with these word order rules. Generalized learning of responses not taught directly was shown to be under experimental control using a multiple baseline design across submatrices. Expressive modeling of only four or five responses was sufficient to promote recombinative generalization in the expressive and receptive modalities. Thus, 95% to 98% of subjects' learning was attributed to generalization processes. This study demonstrates how the efficiency of language training with children with mental retardation might be enhanced by coupling observational learning and matrix-training strategies.

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“…It appears, however, that special educators have not systematically examined and applied the findings from the modeling literature to the education of exceptional children (Cullinan, Kauffman, & LaAeur, 1975). Bandura (1969) fonnulated an observational learning paradigm that has received wide acceptance.…”

Section: University Of Floridamentioning

confidence: 99%

Modeling and Attention of Mentally Retarded, Learning Disabled, and Normal Boys

Mercer

1978

J Spec Educ Technol

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Fifteen mentally retarded, 15 learning disabled, and 15 normal boys were equated on mental age and individually administered the Hagen Central-Incidental Task and presented a modeling tape for imitation. The results of this study suggest that mentally retarded children exhibit attention deficits when compared to MA-equivalent normals, The perfonnances on attention tasks of the learning disabled children did not differ at the .05 level from the perfonnances of the MA-equivalent normals, However, the mentally retarded and learning disabled children leamed via observation as well as MA-equivalent nonnals. Central and incidental attention scores of the entire sample (Ii = 45) were significantly (p <.05) correlated to modeling scores. The findings of this study are compared with other investigations concerned with either attentional processes or observational learning characteristics of mentally retarded or learning disabled children.

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Modeling: Research with Implications for Special Education

Cited by 14 publications

References 74 publications

Self‐modelling and weight control

Self‐modelling and weight control

Generalized Language Learning by Children With Severe Mental Retardation: Effects of Peers' Expressive Modeling

Modeling and Attention of Mentally Retarded, Learning Disabled, and Normal Boys

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