Biomedical subjects

P J Belfiore

Publications and source records attributed to P J Belfiore.

9 recordsLinked to original sources

PubMed1998

Effects of synthetic speech output and orthographic feedback on spelling in a student with autism: a preliminary study.

The effects of speech output and orthographic feedback on spelling performance were evaluated in this preliminary study. A nonspeaking student with autism was taught to spell words under three feedback conditions using a voice output communication aid. In the auditoryvisual condition, the participant received speech output and orthographic feedback. In the visual condition, the participant received only the orthographic feedback. In the auditory condition, the student received only speech output. An adapted alternating treatments design was used to evaluate the effects of the three feedback conditions. Although the participant reached criterion and maintained performance in each of the conditions, the provision of speech output alone and in combination with orthographic feedback resulted in more efficient spelling than the provision of orthographic feedback alone. Although replications with other subjects are necessary, findings suggest that speech output contributes to efficient spelling.

Achievement↗

PubMed1997

Effects of high-preference single-digit mathematics problem completion on multiple-digit mathematics problem performance.

The purpose of this study was to examine the effects of a sequence of three single-digit (1 digit x 1 digit) multiplication problems on the latency to initiate multiple-digit (3 digit x 3 digit) multiplication problems for 2 students in an alternative education school. Data showed that (a) during the preference assessment, both students selected the single-digit problems in a majority of the sessions, and (b) intervention resulted in a decrease in latency between problems for both students. Results are discussed in relation to using high-preference sequences to promote behavioral momentum in academic content areas.

Adolescent↗

PubMed1996

The effects of antecedent color on reading for students with learning disabilities and co-occurring attention-deficit/ hyperactivity disorder.

The effects of color on the reading recognition and comprehension of 3 students with learning disabilities and attention-deficit/hyperactivity disorder were assessed in a single-subject design. Color did not enhance sight-word learning; for longer reading comprehension tasks, color had an immediate effect across and within sessions.

Attention Deficit Disorder with Hyperactivity↗

PubMed1995

Effects of response and trial repetition on sight-word training for students with learning disabilities.

Alternating treatments designs were used to compare the effects of trial repetition (one response within five trials per word) versus response repetition (five response repetitions within one trial per word) on sight-word acquisition for 3 elementary students diagnosed with specific learning disabilities in reading. Although both interventions occasioned the same number of accurate responses per word during training, the trial-repetition condition, which involved complete antecedent-response-feedback sequences, resulted in more words mastered for all 3 students.

Behavior Therapy↗

PubMed1995

The effects of speech output technology in the learning of graphic symbols.

The effects of auditory stimuli in the form of synthetic speech output on the learning of graphic symbols were evaluated. Three adults with severe to profound mental retardation and communication impairments were taught to point to lexigrams when presented with words under two conditions. In the first condition, participants used a voice output communication aid to receive synthetic speech as antecedent and consequent stimuli. In the second condition, with a nonelectronic communications board, participants did not receive synthetic speech. A parallel treatments design was used to evaluate the effects of the synthetic speech output as an added component of the augmentative and alternative communication system. The 3 participants reached criterion when not provided with the auditory stimuli. Although 2 participants also reached criterion when not provided with the auditory stimuli, the addition of auditory stimuli resulted in more efficient learning and a decreased error rate. Maintenance results, however, indicated no differences between conditions. Finding suggest that auditory stimuli in the form of synthetic speech contribute to the efficient acquisition of graphic communication symbols.

Acoustic Stimulation↗

PubMed1993

Effects of community and center-based settings on the alertness of persons with profound mental retardation.

We studied effects of different settings on the behavior of persons with profound mental retardation. Adaptive (alert) and nonadaptive behaviors were observed in two community settings and a center setting. Results of the descriptive assessment showed that participants engaged in a higher percentage of adaptive behaviors and a lower percentage of nonadaptive behaviors in the "high stimulation" community setting. The results are discussed in light of environmental setting events on persons with profound mental retardation.

Adult↗

PubMed1989

Effects of experimenter surveillance on reactive self-monitoring.

Two women with mild and moderate mental retardation self-monitored their work productivity with and without experimenter surveillance. For both subjects, reactive effects of self-monitoring were found without surveillance. However, reactivity was much greater when an observer was present while subjects self-monitored their work output. Reactive effects for one subject did not occur until she experienced surveillance in a previous experimental phase, suggesting that the history of surveillance established the reactivity of self-monitoring. Surveillance is viewed as a setting event that may be an important variable in achieving and maintaining benefits of self-management programs for persons with developmental disabilities.

Adult↗

PubMedDate not supplied

Programming for efficiency: the effects of motion economy on vocational tasks for adults with severe and profound mental retardation.

Principles of motion economy were assessed with two vocational tasks for two adults with severe to profound mental retardation. Study 1 assessed task acquisition by comparing two tasks (collating three pages, bagging three ribbons), one task trained using the standard job site task analysis, the other trained using a motion economy-based task analysis (requiring less total distance movement to task completion) in two alternating treatments designs. Study 2 assessed task fluency by examining the effects of the motion economy-based task analysis on collating and bagging separately across the same two adults in four reversal designs. Neither task analysis was superior overall in acquisition (Study 1), but once each task was mastered, the motion economy-based task analysis enhanced fluency across both tasks for both participants (Study 2). The use of distance movement as a parameter of response efficiency is discussed when targeting job performance, productivity, and preference.

Adult↗

PubMedDate not supplied

The effects of mastery training and explicit feedback on task design preference in a vocational setting.

The purpose of this study was to examine the effects of mastery training and explicit feedback on the selection behavior of two individuals with severe mental retardation across two different vocational task designs. The two design options were (a) a site-based (traditional) approach, and (b) a more efficient motion-economy based approach. The site-based design was developed from workshop-standard task analyses. The motion-economy design was developed by re-configuring the site-based design using principles of motion economy and resulted in less distance movement required for task completion. The study was comprised of four assessment phases: (a) no experience (i.e., participant had no experience with either site-based or motion-economy based designs), (b) after training (i.e., participant was trained to criterion level on both design options), (c) training and timer, and (d) training, timer, and work incentives. Selection behavior was affected by task efficiency, only when efficiency was made more salient by pairing task cues with work incentives.

Adult↗