The development of language as a function of programmed conditioning

Tense and Agreement Morphemes in the Speech of Children With Specific Language Impairment During Intervention: Phase 2

“…Generalization between auxiliary and copula forms is not a new finding. Previous treatment studies have provided evidence that children with SLI make gains in the use of auxiliary forms after intervention that focused on copula forms and vice versa (Gray & Fygetakis, 1968;Leonard, 1975;Hegde, 1980;Hegde et al, 1979). In our study, we found that the AUX children's use of copula and auxiliary forms did not differ at Time 2 or at Time 3.…”

“…Studies of generalization of tense and agreement morphemes during intervention are rather limited. Early studies suggest that gains in the use of copula forms can be expected following intervention that emphasizes auxiliary is and are forms and vice versa (e.g., Gray & Fygetakis, 1968;Hegde, 1980;Hegde et al, 1979;Leonard, 1974). Of course, copula and auxiliary be forms are phonetically identical.…”

Improving Social Interaction in a Chronic Psychotic Using Discriminated Avoidance (“Nagging”): Experimental Analysis and Generalization

“…Although such a thorough determination of generalization and durability has been made for social and language shaping procedures with psychotic and normal children (e.g., Gray and Fygetakis, 1968;Lovaas, Koegel, Simmons, and Long, 1973;Lovaas, Schaeffer, and Simmons, 1965;Lovaas and Simmons, 1969;Rubin and Stolz, 1974), this has not been the case for similar procedures with psychotic adults. Token economy programs occasionally report group variations in both targeted and nontargeted behaviors (Gripp and Magaro, 1971;Maley, Feldman, and Ruskin, 1973;Mulligan, Kaplan, and Reppucci, 1973;Winkler, 1970).…”

A Comparison Study of the Syntactical Language Skills of Children in the Monterey Language Program with Children Not in a Formal Language Program

“…Transformation: the incorporation of a conditioned target response in a new construction, without program conditioning, in a correct and appropriate manner (Gray and Fygetakis, 1968b).…”

“…LIST OF FIGURES Percent correct responses during spontaneous language samples for a child before and after program conditioning for "is." Measures were taken for "is" constructions and "is ••• ing" constructions (Gray and Fygetakis, 1968b) •• Mean percent correct responses for two groups of children on the "what is" question construction. Measurements were taken during spontaneous language samples obtained at four different time periods in the sequence of programmed conditioning procedures (Gray and Fygetakis, 1968b) provided with special training at an early age to increase their Ianguage skills; therefore, correctly identifying these children through screening and testing for appropriate placement in a language intervention program becomes increasingly important.…”