Strategies and tactics for promoting generalization and maintenance of young children's social behavior

Research in Developmental Disabilities

Volumn 15, Issue 2, 1994, Pages 99-118

  Brown, William H ^a   Odom, Samuel L ^a  

^a VANDERBILT UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CHILD; CHILD DEVELOPMENT; HUMAN; REINFORCEMENT; REVIEW; SOCIAL BEHAVIOR; SOCIAL INTERACTION; SOCIAL LEARNING; SOCIOLOGY;

BEHAVIOR THERAPY; CHILD; GENERALIZATION (PSYCHOLOGY); HUMAN; INTERNAL-EXTERNAL CONTROL; REINFORCEMENT (PSYCHOLOGY); SOCIAL BEHAVIOR; SOCIAL ENVIRONMENT; SUPPORT, U.S. GOV'T, NON-P.H.S.; SUPPORT, U.S. GOV'T, P.H.S.;

EID: 0028245503     PISSN: 08914222     EISSN: None     Source Type: Journal    
DOI: 10.1016/0891-4222(94)90016-7     Document Type: Article

References (60)

1. The development of imitation by reinforcing behavioral similarity to a model
2. The entry into natural communities of reinforcement
3. Some current dimensions of applied behavior analysis1
4. Some still-current dimensions of applied behavior analysis
5. Correspondence training: Review and current issues
6. Delayed reinforcement as an indiscriminable contingency in verbal/nonverbal correspondence training
7. Generalization of a severely handicapped adolescent's social interaction behavior via multiple peers in a classroom setting
8. Effects of group socialization procedures on the social interactions of preschool children
9. Generalization and maintenance of preschool children's social skills: A critical review and analysis
10. “Do I have to be good all day?” The timing of delayed reinforcement as a factor in generalization
11. Maintaining social initiations of withdrawn handicapped and nonhandicapped preschoolers through a response-dependent fading tactic
12. Social control of form diversity and the emergence of new forms in children's blockbuilding1
13. Observational learning of receptive and expressive language by handicapped preschool children
14. Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities
15. Preparation for effective self-regulation: The development of generalized verbal control
16. Programming maintenance after correspondence training interventions with children
17. Behavioral observation methodologies for early childhood education
18. Some thoughts on correspondence between saying and doing
19. Intermittent token reinforcement and response maintenance in extinction
20. Improving social skills and disruptive behavior in children with autism through self-management
21. Research on the difference between generalization and maintenance in extra-therapy responding
22. Normal children as tutors to teach social responses to withdrawn mentally retarded schoolmates: Training, maintenance, and generalization
23. Social skills
24. Peer-mediated interventions promoting social skills of children and youth with behavior disorders
25. Saying and doing: A contingency-space analysis
26. Entrapment effects and the generalization and maintenance of social skills training for elementary school students with behavior disorders
27. Effects Of Social Skills Training And Contingency Management On Reciprocal Interaction Of Preschool Children With Behavioral Handicaps
28. Promoting autistic children's peer interaction in an integrated early childhood setting using affection activities
29. Social interaction skills interventions for young children with disabilities in integrated settings
30. Fading teacher prompts from peer-initiation interventions for young children with disabilities
31. Increasing handicapped preschoolers' peer social interactions: Cross-setting and component analysis
32. Improving social competence: An applied behavior analysis perspective
33. Reducing Teacher Prompts in Peer-Mediated Interventions for Young Children with Autism
34. “If I say I'll talk more, then I will”: Correspondence training to increase peer directed talk by socially withdrawn children
35. Generalization of adult's stimulus control of children's behavior
36. The role of the reinforcer as a stimulus
37. Setting generality and stimulus control in autistic children
38. The preschool as a setting for behavioral intervention
39. Correspondence between saying and doing: teaching children to share and praise1
40. Effects of self-evaluation on preschool children's use of social interactions strategies with their classmates with autism
41. The social control of generalized imitation1
42. Discrimination and generalization
43. An implicit technology of generalization1
44. Programming the generalization of a greeting response in four retarded children
45. Training preschool children to recruit natural communities of reinforcement
46. Programming generalization of children's social behavior
47. Generalization of autistic children's social behavior change: Effects of developmentally integrated and segregated settings
48. Peers as behavior change agents for withdrawn classmates
49. Effects of peer social initiations on the behavior of withdrawn preschool children1
50. Effects of systematic, response-dependent fading and thinning procedures on the maintenance of child-child interaction
51. Social interactions of normally developing preschool children: Using normative data for subject selection and target behavior selection
52. The effects of group affection activities on the interaction of socially isolated children
53. Improving classroom behavior in mentally retarded children through correspondence training