Stimulus Control Analysis and Nonverbal Instructional Methods for People with Intellectual Disabilities

McIlvane, William J.

doi:10.1016/s0074-7750(08)60116-0

Cited by 20 publications

(16 citation statements)

References 90 publications

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“…The findings replicated those of Stromer and Mackay (1992a) and extended that study because written spelling to the computer pictures also reliably emerged (see also Kinney, Stevens, & Schuster, 1988; Goodman & Remington, 1991) and have implications for understanding the role of mediating behavior in promoting treatment generality (Gutowski, Geren, Stromer, & Mackay, 1995;see also Kirby & Bickel, 1988;Stokes & Baer, 1977; press). Overall, the present studies contribute to a growing stimulus control technology for establishing functional vocabulary skills (e.g., Browder & Lalli, 1991;Mackay, 1991;McIlvane, 1992;Remington, 1994;Singh & Singh, 1986;Stromer et al, 1992).…”

Section: Discussionmentioning

confidence: 76%

Teaching Computer‐based Spelling to Individuals With Developmental and Hearing Disabilities: Transfer of Stimulus Control to Writing Tasks

Stromer

Mackay

Howell

et al. 1996

J of App Behav Analysis

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Computer‐based instruction may yield widely useful handwritten spelling. Illustrative cases involved individuals with mental retardation and hearing impairments. The participant in Study 1 matched computer pictures and printed words to one another but did not spell the words to pictures. Spelling was then taught using a computerized procedure. In general, increases in the accuracy of computer spelling were accompanied by improvements in written spelling to pictures. Study 2 extended these results with a 2nd participant. After initial training, spelling improved in the context of a retrieval task in which the participant (a) wrote a list of the names of objects displayed on a table, (b) selected the objects from a shelf, and (c) returned the objects to the table. Nearly perfect accuracy scores declined on some retrieval trials conducted without a list, suggesting that the list may have served a mediating function during retrieval. Transfer of stimulus control of computer‐based teaching to the retrieval task may have been attributable to the existence of stimulus classes involving pictures, objects, and printed words.

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Section: Discussionmentioning

confidence: 76%

Teaching Computer‐based Spelling to Individuals With Developmental and Hearing Disabilities: Transfer of Stimulus Control to Writing Tasks

Stromer

Mackay

Howell

et al. 1996

J of App Behav Analysis

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“…The context for the present study was a laborator y model of computer-assisted programmed instruction for special education (e.g., Dube & Serna, 1998;McIlvane, 1992). Relevant features included self-paced discriminations presented on a touch screen equipped monitor, continuous or ratio reinforcement schedules, and individualized reinforcing stimuli.…”

Section: Discussionmentioning

confidence: 99%

Behavioral Momentum in Computer‐presented Discriminations in Individuals With Severe Mental Retardation

Dube

McIlvane

2001

J Exper Analysis Behavior

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Behavioral momentum was examined in 2 individuals with severe mental retardation via withinsubject manipulations of obtained reinforcer rates. Subjects performed self-paced discrimination problems presented on a touch screen computer monitor. Two different problems, Tasks A and B, alternated in blocks of 15 trials on a multiple schedule. Reinforcers were snack foods. The reinforcement schedule for Task A was continuous (fixed-ratio 1), and the schedule for Task B was continuous in some conditions and variable ratio in other conditions. Behavioral momentum was assessed in test sessions by prefeeding, presenting response-independent food, and making available alternatives to the tasks. When the obtained reinforcer rate for Task A was at least twice that for Task B, resistance to change was greater for Task A. When both reinforcer rates and response rates were approximately equal for the two tasks, resistance to change was approximately equal. These results are consistent with behavioral momentum effects. They extend previous findings with humans by examining momentum in self-initiated discrete-trial discrimination tasks with ratio schedules, and by isolating relative reinforcer rates as a controlling variable via within-subject manipulations.

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“…A insistência em enfrentar o desafio de se estudar a emergência de relações condicionais na população de crianças pequenas decorre, em grande parte, da compreensão que algumas capacidades precursoras da habilidade de classificar eventos ou coisas, segundo propriedades comuns, são produto da formação de discriminações complexas entre estímulos que podem se tornar equivalentes entre si (McIlvane, 1992;McIlvane, Dube, Kledaras, Iennaco & Stoddard, 1990;Saunders & Spradlin, 1989).…”

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Variáveis no ensino de discriminação para bebês

Gil

Oliveira

Sousa

et al. 2006

Psic.: Teor. e Pesq.

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RESUMO-A investigação das condições necessárias para aprendizagem de discriminações condicionais por bebês é um desafio devido às dificuldades relacionadas à manutenção de crianças pequenas em situações experimentais. O objetivo foi ensinar tarefas de pareamento de identidade para um bebê de 12 meses em um experimento conduzido na sala de uma creche. Brinquedos utilizados como estímulos eram expostos em um aparato constituído por três janelas recortadas em uma caixa diante das quais se sentava um experimentador e o bebê. As tentativas iniciavam-se com a abertura das janelas e exposição dos estímulos: no caso da seleção do estímulo definido como S+, o bebê podia pegá-lo e brincar, no caso da seleção do S-as janelas eram fechadas até a tentativa seguinte. Na etapa de pareamento com o modelo, um estímulo idêntico a um dos estímulos comparação era apresentado primeiramente na janela central do aparato. Análises continuadas do desempenho do participante visaram a manipulação de variáveis em vigor para manutenção do bebê na situação e para realização das tarefas propostas.. A discussão relaciona qualidade do desempenho com o controle exercido por variáveis como contato social com experimentador, alterações na duração das tarefas e variedade de estímulos. Palavras-chave: discriminação; pareamento com o modelo; bebês. ABSTRACT-The investigation of the conditions necessary for infants to learn conditional discrimination is a challenge due to the difficulties related to maintaining small children in experimental conditions. The objective was to teach matching identity tasks to a 12-month-old infant in a experimenter organized in a room at a daycare center. Toys used as stimuli were displayed in an apparatus consisting of three windows cutout in a box, in front of which sat an experimenter with the infant. The trials began with the opening of the windows and the display of stimuli: in the case of the selection of the stimulus defined as S+, the infant could take the toy and play, in the case of the selection of S-the windows were closed until the following trial. In the matching phase with the model, a stimulus identical to one of the comparison stimuli was first presented in the center window of the apparatus. Constant analyses of the participant's performance were carried out to manipulate the variables in force to maintain the infant in the experimental situation and to perform the proposed tasks. The discussion relates the quality of performance to the control exercised by variables such as social contact with the experimenter, alterations in the duration of tasks and variety of stimuli.

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Stimulus Control Analysis and Nonverbal Instructional Methods for People with Intellectual Disabilities

Cited by 20 publications

References 90 publications

Teaching Computer‐based Spelling to Individuals With Developmental and Hearing Disabilities: Transfer of Stimulus Control to Writing Tasks

Teaching Computer‐based Spelling to Individuals With Developmental and Hearing Disabilities: Transfer of Stimulus Control to Writing Tasks

Behavioral Momentum in Computer‐presented Discriminations in Individuals With Severe Mental Retardation

Variáveis no ensino de discriminação para bebês

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