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Biomedical subjects

J Delquadri

Publications and source records attributed to J Delquadri.

3 recordsLinked to original sources
PubMed1994

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance.

Autistic Disorder↗
PubMed1980

Contingent exercise: a mild but powerful procedure for suppressing inappropriate verbal and aggressive behavior.

Two single-subject experiments were conducted in public school classrooms for severely emotionally disturbed children. Both experiments investigated the effects of a treatment requiring a child to exhibit a simple exercise task after a verbal or aggressive response, using reversal and multiple-baseline designs. The independent variable, contingent exercise, required standing up and sitting on the floor five to ten times contingent on an inappropriate behavior. It was found that contingent exercise was easy to carry out, and following it, the child quickly returned to the learning task that had been interrupted by the inappropriate behavior. The contingent exercise procedure required a minimum of prompting or manual guidance. Although contingent exercise was not topographically related to the inappropriate response, it decreased those responses dramatically. The results suggested that contingent exercise was not only more powerful than DRO but also could be administered independently. It was concluded that contingent exercise may constitute an alternative procedure that can be used by therapists confronted with severely abnormal behaviors. It would appear to be particularly relevant in settings where procedures such as timeout and painful consequences find restricted use. Finally, a number of guidelines have been proposed as a safeguard against the misuse of this mild but powerful procedure.

Aggression↗