Task engagement and escape maintained challenging behavior: Differential effects of general and explicit cues when implementing a signaled delay in the delivery of reinforcement

Journal of Autism and Developmental Disorders

Volumn 40, Issue 6, 2010, Pages 709-720

  Reichle, Joe ^a   Johnson, Leanne ^a   Monn, Emily ^a   Harris, Michael ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b UNIVERSITY OF WISCONSIN RIVER FALLS   (United States)

Author keywords

Autism; Intervention; Self regulation; Signaled delay; Tolerance for delay

Indexed keywords

ARTICLE; ASSOCIATION; AUTISM; BEHAVIOR; BITE; CASE REPORT; CHILD; COGNITIVE DEFECT; COMPREHENSION; CONCURRENT VALIDITY; DEVELOPMENTAL DISORDER; EDUCATION PROGRAM; EXPERIMENTAL STUDY; EXPLICIT MEMORY; FUNCTIONAL ASSESSMENT; HUMAN; LANGUAGE ABILITY; LANGUAGE DISABILITY; MALE; PATIENT PARTICIPATION; PHYSICAL TOLERANCE; PRESCHOOL CHILD; PRIORITY JOURNAL; PSYCHOLOGIST; REINFORCEMENT; SKILL; SPECIAL EDUCATION; SPEECH AND LANGUAGE; TASK PERFORMANCE; THREAT; TREATMENT PLANNING; WORK; CHILD BEHAVIOR; ESCAPE BEHAVIOR; PERCEPTIVE DISCRIMINATION; PSYCHOLOGICAL ASPECT;

AUTISTIC DISORDER; CHILD BEHAVIOR; CHILD DEVELOPMENT DISORDERS, PERVASIVE; CHILD, PRESCHOOL; CUES; ESCAPE REACTION; HUMANS; MALE; REINFORCEMENT (PSYCHOLOGY); REINFORCEMENT SCHEDULE; SIGNAL DETECTION, PSYCHOLOGICAL; TASK PERFORMANCE AND ANALYSIS;

EID: 77955903034     PISSN: 01623257     EISSN: 15733432     Source Type: Journal    
DOI: 10.1007/s10803-010-0946-6     Document Type: Article

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