The Effects of Stimulus-Stimulus Pairing Procedure on Book Observing, Vocal Stereotypy, and Learning Effectiveness for Three Preschoolers with Developmental Disabilities
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The purpose of this study was to test the effects of a stimulus-stimulus pairing procedure on observing books, decreasing stereotypy, and learning effectiveness for four-year-old males who were diagnosed with developmental disabilities. The dependent variables were the number of intervals in which the participants emitted appropriate responses to books and stereotypy during pre- and post-intervention probes. Additionally, participants’ learning effectiveness was also measured prior to and after the completion of the intervention. The independent variable was the completion of the stimulus-stimulus pairing procedure in which target activity was paired with prosthetic reinforcement. A time-lagged multiple probe across participants design was employed to test a functional relationship between the dependent and independent variables. The results of this current study showed that the stimulus-stimulus pairing procedure was effective at expanding intervals that the participants observed books without stereotypy. Three participants’ learning effectiveness also improved after the completion of the stimulus-stimulus pairing procedure for observing books.
Abstract
The purpose of this study was to test the effects of a stimulus-stimulus pairing procedure on observing books, decreasing stereotypy, and learning effectiveness for four-year-old males who were diagnosed with developmental disabilities. The dependent variables were the number of intervals in which the participants emitted appropriate responses to books and stereotypy during pre- and post-intervention probes. Additionally, participants’ learning effectiveness was also measured prior to and after the completion of the intervention. The independent variable was the completion of the stimulus-stimulus pairing procedure in which target activity was paired with prosthetic reinforcement. A time-lagged multiple probe across participants design was employed to test a functional relationship between the dependent and independent variables. The results of this current study showed that the stimulus-stimulus pairing procedure was effective at expanding intervals that the participants observed books without stereotypy. Three participants’ learning effectiveness also improved after the completion of the stimulus-stimulus pairing procedure for observing books.
참고문헌 (16)
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