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| Prompting and Stimulus Control with Children |
| Friday, November 30, 2001 |
| 11:00 AM–11:50 AM |
| Cloister of the Cypress Hall |
| Area: EDC |
| Chair: Jose I. Navarro-Guzman (University of Cadiz, Spain) |
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| Improving Attention Deficits in School Children with a Stimulus Control Approach |
| Domain: Applied Behavior Analysis |
| JOSE I. NAVARRO-GUZMAN (University of Cadiz, Spain), Esperanza Marchena (University of Cadiz, Spain), Concha Alcalde (University of Cadiz, Spain), Gonzalo Ruiz (University of Cadiz, Spain), Immaculada Llorens (University of Cadiz, Spain) |
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| Abstract: Attention deficit disorder is considered one of the most important sources of low school performance. In order to increase attention during school time, software based on a stimulus control procedure was developed. Software consists on four multimedia computer games based on a visual stimuli discrimination task. 180 elementary school children from Cadiz-Spain School District were evaluated with two standard attention tests. Then, 10 training sessions, 25 minutes each, with the software "How to improve your mental skills" were administrated to the experimental group. Children from control group-1 played with a well known computer game during the same period of time. And children from control group-2 remained on the classroom with non-specific training. After experimental sessions, all children were again assessed with standard attention test. Result referred statistically significance attention test performance after the training sessions for experimental group, but not for control groups. |
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| Using a Conversation Prompt Procedure to Shape Independent Play |
| Domain: Applied Behavior Analysis |
| KEVIN CONALLEN (University College London) |
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| Abstract: The use of conversation cards to prompt typical language exchanges based on observation and comment, were shown to increase correct responding across preferred and unpreferred play programmes in children with communication and autism spectrum disorders. A multiple baseline-reversal experiment showed that when children engaged in “typical” post play conversation the rate of mastery for unpreferred tasks increased, with an observable increase in spontaneously emitted language. During the baseline of this experiment children engaged in sets of six play activities, identified as preferred or unpreferred by the children. In phase two, a conversation prompt procedure was introduced to cue typical exchanges, thereby shaping the conversational unit during the play activity. Phase three showed that the opportunity to engage in typical conversation at the end of a play period resulted in increased rates of correct responding during independent play. This study showed that the verbal behaviour associated with the conversational unit may function as a powerful reinforcer, leading to the mastery of independent play programmes, and an associated increase in spontaneously emitted language based on observation and comment. |
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