Proposed Use of Two-Part Interactive Modeling as a Means to Increase Functional Skills in Children with a Variety of Disabilities

Teaching and Learning in Medicine

Volumn 12, Issue 4, 2000, Pages 213-220

  Pepperberg, Irene M ^a,c   Sherman, Diane ^b  

^a University of Arizona   (United States)

^b New Found Therapies Inc   (United States)

^c MASSACHUSETTS INSTITUTE OF TECHNOLOGY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ANIMAL; ARTICLE; ATTENTION DEFICIT DISORDER; AUTISM; BEHAVIOR DISORDER; CHILD; DEVELOPMENTAL DISORDER; FEMALE; HANDICAPPED CHILD; HUMAN; INTERPERSONAL COMMUNICATION; MALE; PRESCHOOL CHILD; SOCIAL BEHAVIOR; TREATMENT OUTCOME;

ANIMALS; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; AUTISTIC DISORDER; CHILD; CHILD BEHAVIOR DISORDERS; CHILD, PRESCHOOL; COMMUNICATION; DEVELOPMENTAL DISABILITIES; DISABLED CHILDREN; FEMALE; HUMANS; MALE; OUTCOME AND PROCESS ASSESSMENT (HEALTH CARE); SOCIAL BEHAVIOR;

EID: 0034281167     PISSN: 10401334     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15328015TLM1204_10     Document Type: Article

References (39)

1. Lanquetot R. The effectiveness of peer modeling with autistic children. Journal of the Multihandicapped Person 1989;2:25-34.
2. Ihrig K, Wolchik SA. Peer versus adult models and autistic children's learning: Acquisition, generalization, and maintenance. Journal of Autism & Developmental Disorders 1988;18:67-79.
3. Strain PS, Kerr MM, Ragland EU. Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior of autistic children. Journal of Autism & Developmental Disorders 1979;9:41-54.
4. Koegel RL, Rincover A. Treatment of psychotic children in a classroom environment I. Learning in a large group. Journal of Applied Behavior Analysis 1974;7:45-59.
5. Pierce K, Schreibman L. Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis 1995;8: 285-95.
6. Pierce K, Schreibman L. Multiple peer use of pivotal response training social behaviors of classmates with autism: Results from trained and untrained peers. Journal of Applied Behavior Analysis 1997;30:157-60.
7. Charlop MH, Schreibman L, Tryon AS. Learning through observation: The effects of peer modeling on acquisition and generalization in autistic children. Journal of Abnormal Child Psychology 1983;11:355-66.
8. Pierce K, Schreibman L. Using peer trainers to promote social behavior in autism: Are they effective at enhancing multiple social modalities? Focus on Autism & Other Developmental Disabilities 1997;12:207-18.
9. Pepperberg IM. Social modeling theory: A possible framework for understanding avian vocal learning. Auk 1985;102:854-64.
10. Pepperberg IM. Social influences on the acquisition of human-based codes in parrots and nonhuman primates. In CT Snowdon, M Hausberger (Eds.), Social influences on vocal development (pp. 157-77). Cambridge, England: Cambridge University Press, 1997.
11. Rice ML. Children with specific language impairment: Toward a model of teachability. In NA Krasnegor, DM Rumbaugh, RL Schiefelbusch, M Studdert-Kennedy (Eds.), Biological and behavioral determinants of language development (pp. 447-80). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc., 1991.
12. Pepperberg IM, Sandefer RM, Noel DA, Ellsworth CP. Vocal learning in the Grey parrot: Effects of number and species identity of trainers. Journal of Comparative Psychology in press.
13. Pepperberg IM. Vocal learning in Grey parrots (Psittacus erithacus): Effects of social interaction, reference, and context. Auk 1994;111:300-13.
14. Pepperberg IM, McLaughlin MA. Effect of avian-human joint attention on allospecific vocal learning by Grey parrots (Psittacus erithacus). Journal of Comparative Psychology 1996;110:286-97.
15. Pepperberg IM, Naughton JR, Banta PA. Allospecific vocal learning by Grey parrots (Psittacus erithacus): A failure of videotaped instruction under certain conditions. Behavioural Processes 1998;42:139-58.
16. Pepperberg IM, Gardiner LI, Luttrell LJ. Limited contextual vocal learning in the Grey parrot (Psittacus erithacus): The effect of interactive co-viewers on videotaped instruction. Journal of Comparative Psychology 1999;113:158-72.
17. Savage-Rumbaugh ES, Rumbaugh DM, Boysen S. Do apes use language? American Scientist 1980;68:49-61.
18. Savage-Rumbaugh ES, Rumbaugh DM, Smith ST, Lawson J. Reference: The linguistic essential. Science 1980;210:922-5.
19. Todt D. Social learning of vocal patterns and modes of their applications in Grey parrots. Zeitschrift für Tierpsychologie 1975;39:178-88.
20. Charlop MH, Schreibman L, Thibodeau MG. Increasing spontaneous verbal responding in children using a time delay procedure. Journal of Applied Behavior Analysis 1985;18:155-66.
21. Koegel RL, Dyer K, Bell LK. The influence of child-preferred activities on autistic children's social behavior. Journal of Applied Behavior Analysis 1987;20:243-52.
22. Krashen SD. Formal and informal linguistic environments in language learning and language acquisition. TESOL Quarterly 1976;10:157-68.
23. Bohannon JN III, Padgett RJ, Nelson KE, Melvin M. Useful evidence on negative evidence. Developmental Psychology 1996;32:551-5.
24. Morgan JL, Bonamo KM, Travis LL. Negative evidence on negative evidence. Developmental Psychology 1995;31:180-97.
25. Nelson KE, Welsh J, Camarata SM, Butkovsky L, Camarata M. Available input for language-impaired children and younger children of matched language levels. First Language 1995;15:1-17.
26. Bandura A, Harris M. Modification of syntactic style. Journal of Experimental Psychology 1966;4:341-52.
27. Leonard LB. Teaching by the rules. Journal of Speech and Hearing Disorders 1973;38:174-83.
28. Charlop MH, Walsh ME. Increasing autistic children's spontaneous verbalizations of affection: An assessment of time delay and peer modeling procedures. Journal of Applied Behavior Analysis 1986;19:307-14.
29. Charlop MH, Trasowech JE. Increasing autistic children's daily spontaneous speech. Journal of Applied Behavior Analysis 1991;24:747-61.
30. Connell P. An effect of modeling and imitation teaching procedures on children with and without specific language impairment. Journal of Speech and Hearing Research 1987;30:105-13.
31. Camarata SM, Nelson KE, Camarata MN. Comparison of conversational-recasting and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech and Hearing Research 1994;37:1414-23.
32. Pepperberg IM. Functional vocalizations by an African Grey parrot (Psittacus erithacus). Zeitschrift für Tierpsychologie 1981;55:139-60.
33. Pepperberg IM. Some cognitive capacities of an African Grey parrot (Psittacus erithacus). In PJB Slater, JS Rosenblatt, C Beer (Eds.), Advances in the study of behavior (Vol. 19, pp. 357-409). New York: Academic, 1990.
34. Pepperberg IM. Learning to communicate: The effects of social interaction. In PPG Bateson, PH Klopfer (Eds.), Perspectives in ethology (Vol. 9, pp. 119-62). New York: Plenum, 1991.
35. Goldstein H. The effects of modeling and corrected practice on generative language and learning of preschool children. Journal of Speech and Hearing Disorders 1984;49:389-98.
36. Vanayan MH, Robertson A, Biederman GB. Observational learning in pigeons: The effects of model proficiency on observer performance. Journal of General Psychology 1985;112:349-57.
37. Waldron NL, McLeskey J. The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children 1998;64:395-405.
38. Manset G, Semmel MI. Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. Journal of Special Education 1997;31:155-80.
39. Hunt P, Goetz L. Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. Journal of Special Education 1997;31:3-29.