The Things We Care to See: The Effects of Rotated Protocol Immersion on the Emergence of Early Observing Responses

Autor/inn/en	Keohane, Dolleen-Day; Luke, Nicole; Greer, R. Douglas
Titel	The Things We Care to See: The Effects of Rotated Protocol Immersion on the Emergence of Early Observing Responses
Quelle	In: Journal of Early and Intensive Behavior Intervention, 5 (2008) 1, S.23-39 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-4893
Schlagwörter	Child Development; Verbal Development; Autism; Attention; Behavior Development; Developmental Delays; Self Contained Classrooms; Public Schools; Grade 1; Grade 2; Grade 3; Kindergarten; Pervasive Developmental Disorders; Listening Skills; Interpersonal Relationship; Responses; Behavioral Science Research; Observation; Social Development; Reinforcement + Suchen Sie Ihr Suchwort? Kindesentwicklung; Autismus; Aufmerksamkeit; Entwicklungsverzögerung; Public school; Öffentliche Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Beobachtung; Soziale Entwicklung; Positive Verstärkung
Abstract	We tested the effect of a Rotated Protocol Immersion package on the emergence of observing responses as prerequisites for more complex verbal developmental capabilities. Three elementary aged students between the ages of 6 and 7 participated. They were diagnosed with autism spectrum disabilities. The treatment condition consisted of total immersion in a rotation of six pre-listener Protocols (Greer & Ross, 2008), designed to induce foundations for verbal developmental capabilities. The participants were selected for their demonstrated lack of early observing responses (Keohane, Delgado & Greer, in press). They did not respond when their names were called, orient toward voices in the environment, or follow instructions. They did not seek out the attention of others unless it was to fill an immediate need. The dependent variables in the study were observing responses; learn units to criterion, instructional objectives met, and incidental performances across instructional and non-instructional settings. We used a time-lagged multiple probe design and found significant increases in the dependent variables. Additionally, the post-probes demonstrated a range of increases in the number and level of complexity of students' observing responses. The results are discussed in terms of theoretical implications, as well as, in the context of behavioral research on child development, and the hierarchy of verbal developmental capabilities. (Contains 6 figures.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10