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E Cipani

Publications and source records attributed to E Cipani.

4 recordsLinked to original sources
PubMed1990

The communicative function hypothesis: an operant behavior perspective.

The suggestion that all problem behaviors may serve a communicative function is explored from an operant perspective. An analysis of the environmental functions of operant behavior involves an understanding of two sets of relations: (1) two types of reinforcement contingencies (positive and negative) and (2) two types of operant behaviors (verbal and non-verbal). Such an operant analysis reveals that not all problem behaviors may currently serve a communicative function. However, often an alternate replacement behavior can be developed that would achieve the same environmental effect as the problem behavior through social mediation and thereby be communicative in nature. A theoretical classification system for identifying the type of function a problem behavior may serve is advanced. Implications for prescribing behavioral treatments based on this model are presented.

Behavior Therapy↗
PubMed1990

"Excuse me: I'll have...": teaching appropriate attention-getting behavior to young children with severe handicaps.

Procedures to teach two young children with severe handicaps to get an adult's attention when needing to make a request were developed. Both children were already capable of making requests in the presence of an adult, but not capable of getting the attention of the adult if not in close proximity. Both children acquired the response of getting out of his or her seat, walking over to the adult in the classroom, and exhibiting appropriate attention-getting behavior after training. This behavior maintained at a 3-week follow-up.

Attention↗
PubMedDate not supplied

Developing functional requesting: acquisition, durability, and generalization of effects.

This study investigated the effects of a language program called the missing-item format, on the acquisition of requesting during snack periods. The missing-item format, an assessment and training approach, develops a child's spontaneous requesting skills in everyday tasks. Generalization and response-durability measures were also collected. The missing-item format produced effects in requests for targeted snack items, but not for the majority of generalization and durability measures. A generalization training program was then implemented, using the missing-item format. As a result, a requesting repertoire that was durable and generalized across multiple settings and stimulus conditions was established in both students.

Child↗