The Role of Overt and Covert Self-Rules in Establishing a Daily Living Skill in Adults with Mild Developmental Disabilities

Autor/inn/en	Faloon, Bridget J.; Rehfeldt, Ruth Anne
Titel	The Role of Overt and Covert Self-Rules in Establishing a Daily Living Skill in Adults with Mild Developmental Disabilities
Quelle	In: Journal of Applied Behavior Analysis, 41 (2008) 3, S.393-404 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Developmental Disabilities; Reinforcement; Daily Living Skills; Adults; Generalization; Task Analysis; Performance; Learning Processes; Training; Verbal Communication; Measures (Individuals) + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Positive Verstärkung; Alltagsfertigkeit; Aufgabenanalyse; Achievement; Leistung; Learning process; Lernprozess; Ausbildung; Messdaten
Abstract	The purpose of the current study was to explore the use of overt and covert self-rules in the acquisition, maintenance, and generalization of a chained task by adults with mild developmental disabilities. This research differed from previous research in that the experimenter did not deliver reinforcement for correct responses during training, and we examined the correspondence between each self-rule statement and each subsequent response on each trial. Results showed that the self-rules participated in control over participants' responding, in that the skill was acquired and shown to generalize in the absence of experimenter-delivered reinforcement. Moreover, performance was shown to deteriorate when the emission of overt, but not covert, self-rules was blocked. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10