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| #65 Poster Session - EDC |
| Thursday, November 29, 2001 |
| 5:00 PM–6:30 PM |
| Truss Pavilion |
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| 1. Delaying and Promoting Early Development: Teaching Parents Early Intervention Techniques |
| Area: EDC; Domain: Applied Behavior Analysis |
| ANA CRISTINA BARROS DA CUNHA (Universidade Federal do Rio de Janeiro), Ana Paula Cruz (Universidade Federal do Rio de Janeiro), Daniel Arantes (Universidade Federal do Rio de Janeiro), Daniela Martins (Universidade Federal do Rio de Janeiro), Helena Carvalho (Universidade Federal do Rio de Janeiro), Renata Martins (Universidade Federal do Rio de Janeiro) |
| Abstract: In the field of the promoting and the prevention of child development, the early intervention has been proving effectiveness in the improvement of the development so much of the normal child as of the exceptional children. This study has a principal purpose to present a model of training parents to use techniques to stimulate your babies and, consequently, to prevent future behavior problems. In a university daycare center, the study occurred with a group of babies (7 to 10 months old) and their parents (mother or father). In the first time, the parents were contacted to do an interview for investigate about the child's development (mental and physics health) and the psycho- social aspects of babies' families. After this step, babies were evaluated b Uzgiris-Hunt Ordinal Scales of Cognitive Development. In the second time, after first interview and investigated environment stimulation by Home inventory, the parent and the baby in their homes in three situations: bath situation, play situation and feed situation. In the third time, the parent receives information about early development and information about clues to stimulate your baby in different areas of human behavior: cognitive, motor, linguistic, sensorial, social and emotional. In the last time, it was observed parents and their babies in their homes in that three situations to know if parents was using information about clues to stimulated your baby. Data collection showed that the model of training of parents to stimulated your babies have a efficacy to promote development because parents showed better performance in their interactions with your baby than before training model. Because of this results, the model of parents training how early interventionists is a best tool to prevent and promote early development for normal and exceptional children. |
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| 2. Effect of Multimedia Learning Materials: Improving Care Work for the Elderly |
| Area: EDC; Domain: Applied Behavior Analysis |
| NAOHIRO KANEKO (Shiraume Gakuen College), Sachiyo Nakayama (Shiraume Gakuen College), Ryosuke Takino (Shiraume Gakuen College), Hisayuki Kurasawa (Shiraume Gakuen College), Keiko Otsuki (Keio Junior College of Nursing) |
| Abstract: The use of interactive multimedia materials in education is accelerating. The aim of the study is how to design multimedia materials for the training on the care worker. It is important to develop a clear understanding of how these media work in the learning of behavioral technique. The multimedia learning materials contains photo, graphics, animation, digital video movie, sound and text. The structure of the learning set has been designed multi-line stories with several multimedia text. Subjects are required to learn practical technique by learning set without instruction. The study was performed by recording learner behavior working on the learning set. Effects of the interactive multimedia learning materials were evaluated by practical test of care work. Learners made stable transitions within the same stories were demonstrated substantial improvements in the practical test. Learners made frequent transitions between stories were demonstrated unsubstantial improvements in the practical test. Results showed the effectiveness of the structure to made stable transition within the same stories. |
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| 3. Enhancing Generalization of Functional Linguistic Skills in a Retarded Child: A Home-Based Matrix Training |
| Area: EDC; Domain: Applied Behavior Analysis |
| MASSIMO INGRASSIA (Siena University), Loredana Benedetto (Siena University) |
| Abstract: The matrix training strategy [Striefel, S. B., Wetherby, B., & Karln, G. R. (1976). Establishing generalized verb-noun instruction-following skills in retarded children. Journal of Experimental Child Psychology, 22, 247-260.] is a useful approach to promote the generalization of the language intervention outcomes. The feature of this method is that it enhances the generalization of untrained combinations of referential stimuli: a subject who learns functional responses in expressive or receptive trainings can exhibit the same response to novel combinations of stimuli, even if he or she has received the training only on some instances of them. Striefel et al. (1976) demonstrated that the recombinative generalization is better when the combination of stimulus classes follows this rule: a member of the first class (row, e.g., noun N) with two stimuli of the second class (column, e.g., adjective A), N1+A1, N1+A2, N2+A2, ..., Nn+An.This study is an application of Striefel's matrix training to teach combinations of verbal responses to a Down subject (11 years old). A single subject design was used. Parents were instructed to train matrix combination to their child at home. Verbal stimuli had a functional value for the subject. The results was analysed by C test and are discussed from an ecological validity point of view. |
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| 4. Fixed Interval Responding by Students on a Web Discussion |
| Area: EDC; Domain: Applied Behavior Analysis |
| GARY D. NOVAK (California State University, Stanislaus) |
| Abstract: Web-based discussions are increasingly popular in college classes. When the discussion is tied to a weekly class meeting, it provides the conditions for a fixed interval contingency. In addition, the format of the web-based discussion provides an easy archival method for collecting the data.
The poster will show a graph of student posting of questions and answers from two sections of a graduate class in developmental psychology. Both clearly show the effects of the fixed interval schedule. In the second class, changes in the responding were accomplished by instituting changes in posting deadlines. |
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| 5. Procrastination: Description of Behaviors of Students and Passersby from a Brazilian City |
| Area: EDC; Domain: Applied Behavior Analysis |
| SONIA R. FIORIM ENUMO (Federal University of Espirito Santo, Brazil), Rachel Rodrigues Kerbauy (University of Sao Paulo, Brazil) |
| Abstract: The procrastination of tasks or decision occurs frequently among Brazilian people, but few studies concerning this matter have been made. In order to characterize procrastination concept and behavior in the city of Vitória/ES/Brazil, questionnaires, containing questions about procrastination concept and behavior and its consequences, were applied in 50 passersby and 22 psychology students. As an objective measure, the passersby received a stamped addressed envelope, containing a test with three possible answers, which should be sent back within 15 days. The results show that most people procrastinate. It is a time-based concept - do it later, delay the beginning of some tasks such as home routines, school homework, go to the doctor of dentist. While some people feel guilty and irritated when they procrastinate, others tell that they feel nothing or, depending on the task, they feel a sense of relief. Laziness or unpleasant tasks are mentioned as an attempt to explain their behavior. 54% of the envelopes were sent back. The differences found in the samples demonstrate that obtaining specific data is important to the proposal for educational or clinic intervention procedures. |
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| 6. The Conception of the Professor About Their Practice Teach |
| Area: EDC; Domain: Applied Behavior Analysis |
| EDGARDO RUIZ CARRILLO (National University of Mexico), Ana Luisa Gonzalez-Celis Rangel (National University of Mexico) |
| Abstract: The purpose of this work is to know the concept of the teachers of their educational practice. It is important to know the attitudes and knowledge that are behind these practices, where the teacher appears committed or foreign with their educational occupation. The concepts were extracted from the theoretical framework: the tolerance, participation, communication, academic environment, social relationships, motivation, power relationships, identification, creativity, knowledge and the learning as describers of the conception that the teacher makes about their academic practice. The methodology designed the problem, the environment of trust, the groups of discussion and the context. The compilation of the data analysis strategies and the interpretation strategies were selected. The way in which the data were collected was through groups of discussion of axis thematics, from where the theoretical concepts were applied and the use of a video camera, with the participant’s permission. In the analysis of the data it was intended to understand what the University Biology Professor (Physique and Chemistry) (n=41) of University were referring about their practice, based on the data, building topics, concepts and propositions, ending with the codification of the same, within a process of triangulation. The professors were codified as of their speech in "intermediate" and "radical". The forty percent of the teachers (intermediate) tended to conceive to the pupil as individual in their practice, from the commitment, comprehension, participation, recognition, respect, tolerance and the relationships that establishes with him, in the process of the learning, if this arrangement is updated, actually would be expressed in the conscious professionals with created interest about the profession, achieving the efficiency and the self-determination in their practice. |
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| 7. What is Wrong with the English Education System in Japan? |
| Area: EDC; Domain: Applied Behavior Analysis |
| YOSHINORI HASEGAWA (Okayama University Tsushima) |
| Abstract: Many Japanese can read English pretty well, their speaking and writing abilities are poor in comparison. One of the most important barriers to effective English teaching is the written emphasis of textbooks and university entrance examinations. That is, the school education system in Japan is designed to promote accuracies of grammatical judgment and translation skill, preparing students to pass these exams with written test measure. From the standpoint of behavior analysis, overemphasizing grammatical accuracy may have punishing effects on operant responses such as spontaneous speaking and writing. With empirical analysis, I shall argue that Japanese should not hesitate to speak "Japenglish," a Japanese variety of English . Differential reinforcement and punishment of communicative skills should be taken after enough preparation. |
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