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Literature DB >> 16795245

Development of social responses in two severely retarded children.

T L Whitman¹, J R Mercurio, V Caponigri.
1. University of Notre Dame.

Abstract

The effect of reinforcement dependent on the social responses of two severely retarded withdrawn children was investigated. During 30 training sessions (30 min each) food and praise were administered dependent upon the children's mutual participation in a ball-rolling and block-passing task. Both children showed a progressive increase in social interaction in a non-training situation during this reinforcement period. After the reinforcement procedures were removed, social behavior decreased markedly. Response generalization to children not involved in training occurred.

Entities: Disease Species

Year: 1970 PMID： 16795245 PMCID： PMC1311103 DOI： 10.1901/jaba.1970.3-133

Source DB: PubMed Journal: J Appl Behav Anal ISSN： 0021-8855

8 in total

13 in total

7. Independent and social play among profoundly mentally retarded adults: training, maintenance, generalization, and long-term follow-up.

Authors: N N Singh; C J Millichamp
Journal: J Appl Behav Anal Date: 1987

8. An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers.

Authors: P S Strain; M A Timm
Journal: J Appl Behav Anal Date: 1974

9. Employing task arrangements and verbal contingencies to promote verbalizations between retarded children.

Authors: D E Mithaug; M S Wolfe
Journal: J Appl Behav Anal Date: 1976

10. Training nonverbal and verbal play skills to mentally retarded and autistic children.

Authors: D Coe; J Matson; V Fee; R Manikam; C Linarello
Journal: J Autism Dev Disord Date: 1990-06

Development of social responses in two severely retarded children.

1. EFFECTS OF SOCIAL REINFORCEMENT ON ISOLATE BEHAVIOR OF A NURSERY SCHOOL CHILD.

2. The reinforcement of cooperation between children.

3. Modification of social withdrawal through symbolic modeling.

4. Effect of contingent and non-contingent social reinforcement on the cooperative play of a preschool child.

5. Operant conditioning of a vegetative human organism.

6. Application of operant conditioning techniques to institutionalized severely and profoundly retarded children.

7. The development of imitation by reinforcing behavioral similarity to a model.

8. Child-child interactions in free field settings: some experimental analyses.

1. The social play of two behaviorally disordered preschool children during four activities. A multiple baseline study.

2. Reinforced racial integration in the first grade: a study in generalization.

3. Developing positive social-emotional behaviors: a study of training and generalization effects.

4. The effects of play materials on social play.

5. Effects of peer social initiations on the behavior of withdrawn preschool children.

6. Stimulus factors effecting peer conversation among institutionalized retarded women.

7. Independent and social play among profoundly mentally retarded adults: training, maintenance, generalization, and long-term follow-up.

8. An experimental analysis of social interaction between a behaviorally disordered preschool child and her classroom peers.

9. Employing task arrangements and verbal contingencies to promote verbalizations between retarded children.

10. Training nonverbal and verbal play skills to mentally retarded and autistic children.