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Behavior Analyst Today, v11 n2 p85-94 2010

The purpose of this study was to assess the extent of a generalized matching repertoire. Three children, ranging from two to four years of age, were selected from an early childhood developmental delay classroom. They were taught identical matching with six objects. After the children mastered those six objects, they were tested for a generalized matching repertoire, and all three children demonstrated a generalized identical-object matching repertoire. One of the children was tested with two-dimensional picture cards and demonstrated a generalized two-dimensional matching repertoire. While the other two children were not formally tested, two-dimensional matching was specifically targeted as part of their individual curricula; and both children mastered two-dimensional matching so quickly as to suggest they had already acquired a generalized two-dimensional matching repertoire as a result of the original training. Additionally, two of the children had a history of emotional responding prior to this study and with procedures conducted concurrently outside of the present experiment when prompted responses were not reinforced, yet they displayed almost no emotional responding in the study itself, suggesting that the reinforcement of prompted responses was the reason for the absence of emotional responding. (Contains 1 table and 1 figure.)

Descriptors: Developmental Delays, Prompting, Young Children, Generalization, Stimuli, Intervention, Skill Development, Early Intervention, Reinforcement, Pictorial Stimuli, Manipulative Materials, Emotional Response

Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/





Autor: Gaisford, Kristen L.; Malott, Richard W.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1693&id=EJ911978



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