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| Increasing Prosocial Behavior and Name-Picture Relations |
| Friday, November 30, 2001 |
| 2:00 PM–2:50 PM |
| Palladian Refectory Hall |
| Area: EAB |
| Chair: Sang Bok Lee (Taegu University, South Korea) |
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| Effects of Peer-Mediated Cognitive Behavioral Therapy to Increase Prosocial Behaviors for Children with ADHD |
| Domain: Applied Behavior Analysis |
| JEONGIL KIM (Taegu University, South Korea) |
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| Abstract: The investigation examined the effects of peer-mediated cognitive behavioral therapy to increase prosocial behaviors for children with ADHD and its effects on self-esteem. A time- lagged ABC design across subjects was used. Three children, two with ADHD and one as a peer mediator, participated in the study. Two children with ADHD were involved in receiving the cognitive behavioral intervention program of the study. One peer was trained how to mediate in the intervention program with four cooperative tasks . The data was collected by two observers. The observers measured the frequency of occurrence of the children’s prosocial behaviors and their inappropriate behaviors (disruptive, impulsive, or aggressive behaviors) were also measured. In a 30-minute observation session, once per day, the two observers collected the data using an event recording system by watching the children’s cooperative work through a video camera installed in the designated area of the experimental setting. To assess reliability of the data, interobserver agreement was calculated, and they were 92% and 96% for occurrence/nonoccurrence of the prosocial behaviors and inappropriate behaviors, respectively. The children’s self-esteem was also measured in two conditions, before introducing the intervention to the children and after the intervention. The results of this study revealed the following. First, the intervention increased the children’s prosocial behaviors such as appreciating behavior and decreased their inappropriate behaviors such as hitting others with a fist. Second, there was a slight change in the self-esteem rating scores of the children undergoing the intervention. Third, two children maintained the increased frequency of prosocial behaviors and the decreased frequency of inappropriate behaviors in a non-intervention condition when the intervention was withdrawn for a month. This work was supported by the Brain Korea 21 Project in 2001. |
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| Effects of Topography-Based and Stimulus-Selection-Based Verbal Behavior Training on the Emergence of Name-Picture and Picture-Name Relations in Children |
| Domain: Applied Behavior Analysis |
| SONIA MARIA MELLO NEVES (Universidade Catolica de Goias, Brazil), Lucilene P. Silva (Universidade Catolica de Goias, Brazil), Sirlene G. Xavier (Universidade Catolica de Goias, Brazil), Timoteo M. Viera (Universidade Catolica de Goias, Brazil), Georgia F. T. (Universidade Catolica de Goias, Brazil), Marcelino de Paula Lopes (Universidade Catolica de Goias, Brazil) |
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| Abstract: The effects of training picture-name relations (tacting unfamiliar pictures with unfamiliar names) on the emergence of name-picture relations (pointing at a picture when hearing THE name) and vice versa, were investigated in four thirty-three to thirty-eight month old children. First picture-name relations were trained (i.e. tacting) and name-picture relations were tested (i.e. selection-based verbal behavior). In the second phase name-picture relations were trained and picture- name relations were tested. Results showed that when tacting was trained, three of the four subjects reached 100 % correct performance easily. Having learned the picture-name relations, they went on to score well on the name-picture test. But when the name-picture relation was trained (without the subjects learning to tact) the selection-based verbal behavior was only acquired, even after substantially longer training, by one out of four subjects. Subsequent tests of picture-name relations were not successful. These data are discussed in the light of Michael’s account that considers the difference between selection-based verbal behavior, which involves conditional discrimination and requires an effective stimulus- scanning repertoire, and topography-based verbal behavior (tacting), which requires simple discriminative control and no comparable scanning repertoire. |
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