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ERIC Number: EJ1090264
Record Type: Journal
Publication Date: 2016-Mar
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1540-7969
Effectiveness of Contrasting Approaches to Response-Contingent Learning among Children with Significant Developmental Delays and Disabilities
Raab, Melinda; Dunst, Carl J.; Hamby, Deborah W.
Research and Practice for Persons with Severe Disabilities, v41 n1 p36-51 Mar 2016
Findings from a randomized controlled design study of an ability-based versus needs-based approach to response-contingent learning among children with significant developmental delays and disabilities who did not use instrumental behavior to produce reinforcing consequences are reported. The ability-based intervention and needs-based intervention differed in terms of how child behavior was identified and used to elicit reinforcing consequences as part of response-contingent learning games implemented by the children's parents. For the ability-based group, behavior that children were capable of producing, but did not yet use intentionally, was identified and used to elicit reinforcing consequences. For the needs-based group, behavior children did not yet produce, but were expected to learn, was identified through a developmental assessment and used to elicit reinforcing consequences. Results showed that the children in the ability-based group had more learning opportunities, acquired more response-contingent behavior, and demonstrated more efficient learning compared with children in the needs-based group.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110183