Preschoolers' goal setting with contracting to facilitate maintenance.
Explore the source record for details and available documents.
Behavior Therapy↗
Biomedical subjects
P G Osnes
Publications and source records attributed to P G Osnes.
The functional role of preschoolers' verbalizations in the generalization of self-instructional training.
We examined the functional role of verbalizations in the generalization of self-instructional training with preschoolers. Children learned to overtly self-instruct during classroom work periods prior to covert training. Data were collected on children's acquisition of verbal regulation during training and on overt use of self-instructions in the classroom generalization setting. Results of a multiple baseline design across subjects indicated that treatment effects were evident in the training setting but did not generalize to the classroom until children were emitting overt self-instructions in the classroom itself. The production of self-verbalizations in the generalization setting was related to changes in correct responding, on-task behavior, and efficiency in completing academic work.
Journal Article↗
Increasing a child's prosocial behaviors: positive and negative consequences in correspondence training.
Correspondence training procedures were used with a young developmentally delayed child to facilitate peer directed talk in a preschool. The typical procedures that provide positive consequences for correspondence were not successful. Therefore, the contingency of a brief timeout for noncorrespondence was added in addition to the positive consequences. Increased verbalizations to peers occurred under these conditions. Generalized changes of increased proximity to peers and increased handraising and participation in groups were also documented. Behavior changes were maintained following the withdrawal of treatment procedures.
Behavior Therapy↗
Saying and doing: A commentary on a contingency-space analysis.
This article addresses the contingency-space analysis (Matthews, Shimoff, & Catania, 1987) of the verbal regulation of behavior. From an applied perspective, the conceptualization of the relationship between saying and doing Matthews et al. present may be more complex than is necessary. The central issue in correspondence investigations is a simple one: does correspondence between what people say and what they do occur? The focus of this paper is on the applied and clinical importance of the relationship between verbalizations and relevant behavior and the implications for future research.
Journal Article↗
If I say I'll talk more, then I will. Correspondence training to increase peer-directed talk by socially withdrawn children.
Explore the source record for details and available documents.
Behavior Therapy↗
Programming maintenance after correspondence training interventions with children.
Interventions were employed to program maintenance following correspondence training. The use of reinforcement of verbalization and a mixed sequence of procedures designed to establish indiscriminable contingencies was evaluated in multiple-baseline designs across subjects and behaviors. The results indicated that target behaviors were maintained under less intrusive interventions and in the absence of programmed contingencies during extended follow-up conditions. The results are discussed in terms of changes in reinforcement schedules established in maintenance interventions.
Journal Article↗
Using reinforcement and cueing to increase healthy snack food choices in preschoolers.
We examined the effects of behavioral procedures to modify the food choices of preschoolers during a snack period at school (training setting) and at home (generalization setting). In the first experiment, we evaluated the usefulness of nutrition training and a generalization programming strategy of cueing to improve healthy snacking; in the second experiment we investigated the effect of nutrition training alone. In addition, three cases are presented that illustrate individualized procedures to facilitate generalization of healthy snacking to home. Results indicated that children's healthy snack choices increased in the preschool training setting, that generalization to home was achieved only when procedures to program it were implemented, and that the best results were found when the generalization procedures were tailored to the individual child.
Child, Preschool↗
Preparation for effective self-regulation: the development of generalized verbal control.
A correspondence training procedure was used to develop consistency between children's verbalizations and their subsequent behavior across increasingly remote settings and time. The interval of time between the verbalizations and the opportunity to engage in several target behaviors was systematically increased across four preschool settings. Probes of generalized verbal control of home behaviors were conducted throughout training and showed that generalization was obtained in the absence of any salient externally imposed contingencies after the children had reliably come under the control of verbalizations about preschool behaviors.
Child Behavior Disorders↗
Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training.
We investigated the programming of generalization and maintenance of correspondence between verbal and nonverbal behavior in a preschool setting. Four children participated in a series of multiple-baseline designs. In Experiment 1, delayed reinforcement of verbal behavior effectively controlled maintenance of correspondence with previously trained responses and also resulted in generalization of correspondence to one untrained response. As the latter effect was limited, Experiment 2 was a further assessment of the effects of delayed reinforcement of generalization of correspondence to untrained responses, and consistent generalization was shown. Experiment 2 also showed that generalization, if lost, could be recovered through use of "booster training," in which the original contingencies were reinstated for a brief period. Experiment 3 provided replications, with two additional children, of the effects of delayed reinforcement on maintenance of correspondence. Results are discussed in terms of using delayed reinforcement as an indiscriminable contingency.
Journal Article↗