ERIC Number: EJ1090264
Record Type: Journal
Publication Date: 2016-Mar
Abstractor: As Provided
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.
Descriptors: Disabilities, Developmental Delays, Intervention, Young Children, Contingency Management, Reinforcement, Randomized Controlled Trials, Operant Conditioning, Child Behavior, Parent Child Relationship, Comparative Analysis, Responses, Behavior Patterns, Parents
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A110183