RESUMEN
The Picture Exchange Communication System (PECS) was developed as a means to teach children with autism and related developmental disabilities a rapidly acquired, self-initiating, functional communication system. Its theoretical roots combine principles from applied behavior analysis and guidelines established within the field of alternative and augmentative communication. This approach has several potential advantages relative to imitation-based strategies (both vocal and gestural) and symbol selection strategies. The system begins with the exchange of simple icons but rapidly builds "sentence" structure. The system also emphasizes developing the request function prior to developing responding to simple questions and commenting. The development of requesting with a sentence structure also permits the rapid development of attributes more traditionally taught within a receptive mode. The relationship between the introduction of PECS and various other behavioral issues (i.e., social approach and behavior management) as well as its relationship to the codevelopment of speech are reviewed.
Asunto(s)
Trastorno Autístico/complicaciones , Comunicación , Trastornos del Lenguaje/etiología , Estimulación Luminosa , Niño , Preescolar , Humanos , Conducta Imitativa , Trastornos del Lenguaje/terapia , Lengua de Signos , Aprendizaje VerbalRESUMEN
A comparison of scores from the Slosson and McCarthy Scales with exceptional preschool children (both retarded and gifted) showed Slosson scores were significantly higher. Caution is recommended when using the Slosson as a screening instrument.
Asunto(s)
Niño Superdotado/psicología , Discapacidad Intelectual/psicología , Pruebas de Inteligencia , Preescolar , Femenino , Humanos , Masculino , PsicometríaRESUMEN
The negative side effects of aversive control have been extensively discussed in clinical literature and textbooks. The symmetry between aversive and appetitive control in basic experimental research implies that parallel negative side effects of reward exist. These negative side effects are described and their implications for clinical practice and research are discussed.
Asunto(s)
Terapia Conductista/efectos adversos , Recompensa , Animales , Conducta Apetitiva , Terapia Aversiva/efectos adversos , Generalización Psicológica , Humanos , Relaciones Profesional-Paciente , Castigo , Refuerzo en PsicologíaRESUMEN
Twelve preschool children participated in a study of the effects of explicit training on the imitation of modeled behavior. The responses trained involved a marble-dropping pattern that differed from the modeled pattern. Training consisted of physical prompts and verbal praise during a single session. No prompts or praise were used during test periods. After operant levels of the experimental responses were measured, training either preceded or was interposed within a series of exposures to modeled behavior that differed from the trained behavior. Children who were initially exposed to a modeling session immediately imitated, whereas those children who were initially trained immediately performed the appropriate response. Children initially trained on one pattern generally continued to exhibit that pattern even after many modeling sessions. Children who first viewed the modeled response and then were exposed to explicit training of a different response reversed their response pattern from the trained response to the modeled response within a few sessions. The results suggest that under certain conditions explicit training will exert greater control over responding than immediate modeling stimuli.