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  Subjects -> PSYCHOLOGY (Total: 873 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 22)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 1)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 20)
ADHD Report The     Full-text available via subscription   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 40)
Advances in Mental Health     Hybrid Journal   (Followers: 69)
Advances in Physiotherapy     Hybrid Journal   (Followers: 51)
Advances in Psychology     Full-text available via subscription   (Followers: 58)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 29)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 394)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 15)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 34)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 21)
American Psychologist     Full-text available via subscription   (Followers: 171)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 66)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 27)
Annual Review of Psychology     Full-text available via subscription   (Followers: 210)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 22)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 67)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 32)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 18)
Applied Psychological Measurement     Hybrid Journal   (Followers: 17)
Applied Psychology     Hybrid Journal   (Followers: 137)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 48)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 7)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 17)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 27)
Archives of Scientific Psychology     Open Access   (Followers: 4)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 10)
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Journal of Psychology     Hybrid Journal   (Followers: 17)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 31)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access  
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 19)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 34)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 3)
Behavior Modification     Hybrid Journal   (Followers: 10)
Behavior Research Methods     Hybrid Journal   (Followers: 18)
Behavior Therapy     Hybrid Journal   (Followers: 45)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 8)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 52)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 23)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 121)
Behavioural Processes     Hybrid Journal   (Followers: 7)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 16)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 127)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 36)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 32)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 42)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 21)
British Journal of Psychology     Full-text available via subscription   (Followers: 58)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 65)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 33)
Burnout Research     Open Access   (Followers: 7)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 12)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 11)
Case Studies in Sport and Exercise Psychology     Hybrid Journal  
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 27)
Child Development Research     Open Access   (Followers: 14)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 10)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 16)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 67)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 33)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 21)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 35)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 27)
Cognitive Psychology     Hybrid Journal   (Followers: 61)
Cognitive Research : Principles and Implications     Open Access  
Consciousness and Cognition     Hybrid Journal   (Followers: 26)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 8)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 22)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 14)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 7)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 21)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 4)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 8)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 12)
Cultural-Historical Psychology     Open Access  
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 10)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 48)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 4)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 21)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 14)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 14)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 16)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 45)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 9)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 12)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 26)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 46)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 6)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 32)
Emotion Review     Hybrid Journal   (Followers: 17)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)

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Journal Cover Behavioral Development Bulletin
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   Full-text available via subscription Subscription journal
   ISSN (Online) 1942-0722
   Published by APA Homepage  [73 journals]
  • Autism and other child developmental disorders: Early behavior-analytic
           interventions.
    • Authors: Pelaez; Martha
      Abstract: This article introduces this special issue of Behavior Development Bulletin which attempts to bring together in an integrated way the latest research and advancements in the field of child and infant autism and behavior analysis. The issue contains 18 articles that include research, theory, and practice, with an emphasis on early behavioral interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-04-20
      DOI: 10.1037/bdb0000064
       
  • Measuring developmental outcomes in autism spectrum disorder (ASD).
    • Authors: Commons; Michael Lamport; Adhikari, Dristi; Giri, Sagun; Weinberg, Michael; Baran, Jeffery John; Malik, Eman
      Abstract: The purpose of the study was to generate a behavioral-developmental scale and see how well it predicted performance in the participants diagnosed with Autism Spectrum Disorder (ASD). Forty-two children diagnosed with ASD were given a behavioral-developmental instrument, Autism Developmental Task Sequence (ADTS). The instrument was found to be a very good predictor of how developmentally difficult the task items were. The correlation between Order of Hierarhical Complexity (OHC) of the items and Rasch score was extremely strong, r(43) = .892, p = .000. The instrument was also found to be a very good predictor of performance. The mean stage of performance was M = 4.26, SD = 2.36. The age range and mean stage of performance of the sample did not line up with the age and stage distribution of normal population (Commons & Rodriguez, 1993). With the instrument, we were able to show the development sequence cross sectionally. This information is useful for knowing where to intervene and to measure effectiveness of intervention over a reasonable period. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-04-20
      DOI: 10.1037/bdb0000065
       
  • Beyond sight words: Reading programs for people with intellectual
           disabilities.
    • Authors: Bruni; Teryn P.; Hixson, Michael D.
      Abstract: The Edmark Reading Program (ERP; Tague, Kidder, & Bijou, 1967; Pro-Ed, 2011) was the first reading program specifically designed for individuals with intellectual disabilities. The program effectively teaches sight-word reading using a programmed-instruction approach; however, the decoding skills taught in the program are limited. Because phonics and phonemic awareness instruction are missing from the ERP, students fail to learn a generalizable reading repertoire. Recently, there have been a few select programs developed that have successfully taught intellectually disabled people a generalizable reading repertoire. These programs are briefly reviewed. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-02-09
      DOI: 10.1037/bdb0000062
       
  • Infants at risk of autism and developmental disorders: Establishing early
           social skills.
    • Authors: Neimy; Hayley; Pelaez, Martha; Carrow, Jacqueline; Monlux, Katerina; Tarbox, Jonathan
      Abstract: In the present paper we discuss early markers of infants and children at risk of developing autism spectrum disorder (ASD) and other developmental disorders, and review studies that use operant contingencies to shape critical social skills in both typically and atypically developing infants. We emphasize the use of operant learning models to facilitate the early acquisition of infant social skills including eye contact, joint attention, vocal responding, and social referencing. We discuss research that has shown how specific contingencies of reinforcement can be implemented by caregivers to promote the development of their infants’ social behaviors. The assumption is that by strengthening these early social repertoires, the severity of subsequent developmental problems can be lessened or mitigated in those infants who are identified as at risk. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000046
       
  • Effects of social reinforcement on the emission of tacts by preschoolers.
    • Authors: Eby; Carly Moher; Greer, R. Douglas
      Abstract: We conducted 2 experiments on the effects of social attention versus token contingencies on the emission of verbal operants by preschoolers, with and without a disability diagnosis. Four participants, 3 females and 1 male, 3 to 4 years old, were selected to participate in Experiment 1 and 6 participants, 5 females and 1 male, 2 to 4 years old, in Experiment 2. Experiment 1 compared effects of the 2 contingencies on numbers of child-initiated tacts in 3 different settings using an alternating treatment design. Experiment 2, using a multielement design, compared the automated delivery of tokens versus adult attention on the percentage of peer-to-peer and adult conversational units. Participants in both experiments initiated more tacts with contingent social attention than with contingent tokens. Implications are that tacts and conversational units are maintained more by social reinforcers than nonsocial generalized conditioned reinforcers (i.e., tokens). Social control of tacts may be essential to social verbal behavior. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000043
       
  • Experiences that establish preschoolers’ interest in speaking and
           listening to others.
    • Authors: Schmelzkopf; Jeannine; Greer, R. Douglas; Singer-Dudek, Jessica; Du, Lin
      Abstract: We conducted 2 experiments on the effects of establishing conditioned reinforcement for adult attention on the initiation and continuation of vocal verbal operants with adults by 3- and 4-year-olds. Designs for both experiments consisted of pre- and postintervention functional analyses of attention as a reinforcer for learning (multiple baseline) and maintenance (reversal), as well as the target participants’ initiations of verbal behavior. In the first experiment we tested whether intensive tact instruction established adult attention as a reinforcer for the tasks and whether it affected the initiation of verbal operants. Experiment 2 procedures were the same as Experiment 1 with 3 similar children, but the intervention was an observational procedure that established attention as a reinforcer. In both experiments, the children’s initiation and continuation of social verbal episodes increased following the interventions because each intervention established adult social attention as a reinforcer. The findings suggest that the establishment of adult social attention as a reinforcer under social learning conditions is key to increases in children’s interest (i.e., reinforcement value) in speaking to and listening to others. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000026
       
  • Establishment of naming in children with autism through multiple
           response-exemplar training.
    • Authors: Olaff; Heidi Skorge; Ona, Hanne Nordvik; Holth, Per
      Abstract: In behavior analysis, naming is defined as an integration of speaker and listener behavior. After exposure to a tact, appropriate listener behavior can occur, and vice versa, without direct training. When a child is able to learn new word-object relations from observations of others’ tacts both as speaker and listener, full naming has emerged. Naming consists of echoic, pure tact, impure tact, and listener responses. However, children with autism often fail to acquire the naming capability. The present study replicated the results of previous experiments that have emphasized the role of a multiple exemplar training that involves a rotation of the antecedents for the different response types that constitute naming. Further, the present study extended previous research by requiring the participants to echo the teacher’s tacts of the sample stimulus during matching-to-sample training, before naming probes. Consistent with the notion that a rotation of training trials across point to, pure tact, and impure tact responses produces naming skills in children with autism, the results showed improved tacting and listener behavior following such training. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000044
       
  • Imitation enhances social behavior of children with autism spectrum
           disorder: A review.
    • Authors: Field; Tiffany
      Abstract: This article is a brief review of the literature on the enhancing effects of adult imitating the social behavior of children with autism spectrum disorder (ASD). The studies reviewed show that children with ASD respond more to imitative than to contingently responsive adults. After repeated imitation sessions, the children showed more distal social behaviors (looking, vocalizing), proximal social behaviors (moving close to and touching adult) and more joint attention behaviors as well as less repetitive/stereotypic behaviors during the imitation condition. To determine if any other behaviors of adults encouraged approach behavior by these children, the adults’ behaviors were coded. The children approached both more imitative and more playful adults. Interactions between children with autism and their parents suggested that when compared with the imitative adult the parents of children with ASD showed less imitative behavior. The children, in turn, were more imitative with the imitative adult. In another study, parents of children with ASD spent more time demonstrating and directing the children’s play and were less imitative. In at least 1 study, however, the children with autism showed more distal and proximal social behaviors with their mothers when their mothers were asked to imitate all the children’s behaviors. The literature suggests, then, that children with ASD showed more social and imitative behavior when they were imitated, highlighting the importance of imitation as an effective therapy for these children. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000042
       
  • Relational responding: Testing, training, and sequencing effects among
           children with autism and typically developing children.
    • Authors: Kent; Gráinne; Galvin, Edel; Barnes-Holmes, Yvonne; Murphy, Carol; Barnes-Holmes, Dermot
      Abstract: Relational Frame Theory (RFT) proposes that derived relational responding is crucial to the development of verbal behavior. According to RFT, typically developing children acquire the ability to derive relations through natural language interactions. In contrast, children with autism often do not acquire these skills as readily and require interventions to target their development. Limited research has examined the optimal training context for establishing the core relational skills, such as the sequence in which the relations might be optimally trained. The current research comprised 3 studies to investigate the emergence of specific relational responding repertoires in typically developing children and children with autism. The results demonstrate that the typically developing children had a fluent repertoire of these relational skills, while those with autism demonstrated significant deficits. The results shed some light on the possible role of training sequence. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000041
       
  • The effects of conditioning three-dimensional stimuli on identity matching
           and imitative responses in young children with autism spectrum disorder.
    • Authors: Speckman; JeanneMarie; Longano, Jennifer M.; Syed, Noor
      Abstract: We tested the effects of conditioning 3-dimensional objects as reinforcers on imitation and match to sample responses of young children with autism. Three children between the ages of 2 and 4.8 years who attended a center-based Early Intervention or preschool program participated in the study. The 3-dimensional object conditioning procedure involved the participants visually tracking preferred and nonpreferred items that were placed under transparent and opaque cups. The cups were then rotated a set number of times per phase. Results showed that for all 3 participants, the 3-dimensional conditioning procedure was functionally related to increases in generalized 3-dimensional matching and object use imitation. Decreases in instructional trials to criterion were noted for 2 of the 3 participants as well. The results are discussed in terms of observing and attending and the effects on reliable assessment and programmatic planning. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000025
       
  • The effects of precision teaching with textual or tact relations on
           intraverbal relations.
    • Authors: Cihon; Traci M.; White, Rachael; Zimmerman, Valerie L.; Gesick, Jeffrey; Stordahl, Stephany; Eshleman, John
      Abstract: The role of Precision Teaching (PT) in establishing intraverbal relations was explored in 2 ways. In the first study, the experimenters explored the role of PT in controlling for baseline levels of textual repertoires prior to transferring stimulus control from the text to the question. Experimenters assessed the impact of pretransfer fluency-based instruction on textual relations on the efficiency of transfer of stimulus control, maintenance, and generalization of intraverbal relations. Extending Emmick, Cihon, and Eshleman (2010), who also compared the effectiveness of 2 textual prompting procedures (with and without fluency-based instruction) on the acquisition of intraverbal relations, the current study incorporated time-delay (rather than stimulus fading) for transfer of stimulus control and used questions that shared similar stimulus features. Results indicate that textual prompts and transfer of stimulus control were effective in establishing intraverbal responses regardless of the inclusion of fluency-based instruction. In the second study, the experimenters explored component-composite relations between tacts and intraverbals. Specifically, the experimenters examined the effects of teaching thematically related tact responses to fluent levels on the emergence of thematically related intraverbal relations (e.g., what are some animals) using a multiple baseline across thematic clusters design. The results indicate that once a fluent level of responding for the target tact relations was achieved (evaluated through endurance and stability checks with later checks for retention), the participant was able to engage in the intraverbal relations without additional training. These data extend the research pertaining to developing intraverbal relations, fluency-based instruction and Precision Teaching, component-composite relations, and recombinative repertoires. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000056
       
  • Effects of video prompting without voice-over narration among students
           with autism spectrum disorder.
    • Authors: Bennett; Kyle D.; Crocco, Christina; Loughrey, Tara O.; McDowell, Logan S.
      Abstract: Video-based instruction (VBI) has been successfully used to teach skills to individuals with autism spectrum disorder and other developmental disabilities. Recent research efforts have focused on analyzing the components of the VBI intervention package, one of which is voice-over narration. The comparative studies on VBI with and without voice-over narration have produced conflicting results with some participants performing equally in both conditions. A potential reason for these results is a product of the adapted alternating treatments design used in those studies, specifically alternation effects. In the current study, we used a multiple probe design across participants to examine the effects of video prompting without voice-over narration in isolation. Results suggest that the intervention was not effective for 2 of the 3 participants. However, participants’ performance increased once voice-over narration was added in a separate phase. These results are discussed along with implications for practice and future research. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000058
       
  • A comparison of two procedures to condition social stimuli to function as
           reinforcers for children with autism.
    • Authors: Rodriguez; Paloma P.; Gutierrez, Anibal
      Abstract: An interesting and growing body of literature supports the notion that symptoms in autism may be related to a general reduction in social motivation (Chevallier, Kohls, Troiani, Brodkin, & Schultz, 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and that including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral social stimuli such as arbitrary facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and nonreinforcing praise (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012). The current study aimed to compare operant and respondent procedures in their effectiveness to condition previously neutral social stimuli to function as reinforcers. Using a multiple-baseline, multielement design, 1 social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (discriminative stimulus procedure). (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000059
       
  • Children’s answering of yes-no questions: A review of research including
           particular consideration of the relational evaluation procedure.
    • Authors: Hayes; Jennifer; Stewart, Ian; McElwee, John
      Abstract: Answering yes/no questions (Y/N-Q responding) is a fundamental repertoire in human language and thus it is of both theoretical and practical importance to investigate the origins and development of this repertoire in children and to examine processes whereby it can be trained in populations in whom it does not easily emerge. This article examines research and theory concerning the development and training of Y/N-Q responding in children. Regarding research with neurotypical children, 1 key focus has been biases in Y/N-Q responding at various ages. Younger children tend to show a yes bias, whereas older ones show a bias toward no. Regarding children with developmental delay, there has been relatively little research, almost all of which has focused on children with autism spectrum disorder. In addition, this work has mainly concentrated on using yes/no in the context of the training of Skinnerian operants. After thus considering previous empirical work, the article proceeds to consider theoretical approaches in this area including both joint stimulus control and relational frame theory. These approaches point the way to possible future research in this area. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000027
       
  • Increasing social integration for college students with autism spectrum
           disorder.
    • Authors: Ashbaugh; Kristen; Koegel, Robert L.; Koegel, Lynn Kern
      Abstract: Increasing numbers of individuals with autism spectrum disorder (ASD) are entering postsecondary education; however, many report feeling lonely and isolated. These difficulties with socialization have been found to impact students’ academic success, involvement within the university, and overall well-being. Therefore, the purpose of this study was to assess, within the context of a multiple-baseline across participant design, whether a structured social planning intervention would increase social integration for college students with ASD. The intervention consisted of weekly meetings to plan social activities around the student with ASD’s interests, improve organizational skills, and target specific social skills. Additionally, each participant had a peer mentor for support during the social activities. The results showed that following intervention, all participants increased their number of community-based social events, extracurricular activities, and peer interactions. Furthermore, participants improved in their academic performance and satisfaction with their college experience. Results are discussed in regards to developing specialized programs to assist college students with ASD. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000057
       
  • Prevalence of obesity and autism spectrum disorder.
    • Authors: Voulgarakis; Harry; Bendell-Estroff, Debra; Field, Tiffany
      Abstract: Childhood obesity is a growing public health concern and is increasingly prevalent in recent years. There are a variety of risk factors for obesity in children with autism spectrum disorder (ASD). To estimate the prevalence of obesity in children with ASD, a secondary data analysis was conducted on the nationally representative National Survey of Children’s Health (NSCH; 2011–2012) archival database. Variables specific to ASD as well as body mass index were analyzed using a cross-tabulation analysis to compare a sample of children with ASD with a random control sample. The prevalence of obesity in children with ASD was 12.6% compared with 7.2% of children without ASD. Additionally, 9.3% of children with ASD met criteria for being overweight compared to 7.5% of those without ASD. These findings suggest that children with ASD could benefit from applied behavioral interventions to reduce risk factors for obesity. Specific recommendations for behavior-analytic treatment are discussed as well as recommendations for future research to better understand these risk factors. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000054
       
  • Evaluation of caregiver training via telecommunication for rural Icelandic
           children with autism.
    • Authors: Guðmundsdóttir; Kristín; Sigurðardóttir, Zuilma Gabriela; Ala'i-Rosales, Shahla
      Abstract: This article describes the development and results of behavioral training via telecommunication for three caregivers of children with autism. A single-subject, multiple baseline experimental design, replicated across caregivers, preschool children with autism, and tasks, was used to evaluate the effects of the training. Dependent measures were collected in vivo and via telecommunication and included parent, teacher, and child responses during naturalistic play. The intervention involved teaching caregivers methods to increase children’s sociocommunicative behavior. Both child and caregiver behaviors increased during intervention and follow-up observations. The results indicate that training via telecommunication is a promising alternative for families that do not have access to evidence-based intervention and expertise. The results are discussed in the context of technological benefits and difficulties during data based consulting. Further development is important to understand technological variables that enhance or hinder the progress of rural children and their caregivers. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000040
       
  • Establishing the transformation of motivating operations across mands and
           tacts for preschoolers with developmental delays.
    • Authors: Singer-Dudek; Jessica; Park, Hye-Suk Lee; Lee, Gabrielle T.; Lo, Crystal
      Abstract: In 2 studies, we tested the effects of multiple exemplar instruction (MEI), using rapidly rotating mand and tact opportunities under relevant motivating conditions, on the transformation of motivating operations (MOs) across mands and tacts for sets of adjective-object pairs. The design for both studies was a delayed multiple probe across participants, using pre- and postintervention tests of untaught mand or tact functions. Two 3-year-old children with developmental disabilities participated in Experiment 1, and 5 4-year-old males with developmental delays participated in Experiment 2. At the outset of the study, none of the participants demonstrated both mand and tact responses for untaught functions. After MEI, untaught adjective-object functions for mands or tacts emerged for all children in both experiments, suggesting that the transformation of MOs is a verbal behavior developmental cusp. Our findings support Skinner’s notion that mand and tact functions are acquired separately, but later join as a function of experience. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000045
       
  • A brief report on the Verbal Behavior Curriculum (VBC) to teach children
           with autism and other language disorders.
    • Authors: Williams; Gladys; Laitinen, Richard E.
      Abstract: This article gives an account of the development of a scope-and-sequence based curriculum, the Verbal Behavior Curriculum, and an overview of the learning principles that directed its design and incorporation of instructional delivery and management procedures. The curriculum was informed by both Skinnerian and post-Skinnerian accounts of complex language and cognitive behaviors, instructional design and delivery technologies derived from discrete trial-based, Direct Instruction and Precision Teaching research as well as application concepts. The bulk of the article details that part of the curriculum’s design intended to instantiate 3 critical behavioral repertoires (aka cusps): (a) early stages of participative, listener and observant skills, essential components for social behavior, (b) readiness/attention skills that enable the acquisition of missing prerequisite skills to acquire high order generative language, and (c) use of language skills in social situations to develop the full potential of the learner, sometimes turning into a fully verbal individual. (PsycINFO Database Record (c) 2017 APA, all rights reserved)
      PubDate: 2017-01-23
      DOI: 10.1037/bdb0000055
       
 
 
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