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A comparison of verbal-behavior and social-skills approaches for development of social interaction skills and concurrent reduction of aberrant behaviors of children with developmental disabilities in the context of matching theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A comparison of verbal-behavior and social-skills approaches for development of social interaction skills and concurrent reduction of aberrant behaviors of children with developmental disabilities in the context of matching theory./
Author:	Chu, Hui-Chuan.
Description:	1 online resource (134 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 60-03, Section: A.
Contained By:	Dissertations Abstracts International60-03A.
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9838900click for full text (PQDT)
ISBN:	9780591926446

A comparison of verbal-behavior and social-skills approaches for development of social interaction skills and concurrent reduction of aberrant behaviors of children with developmental disabilities in the context of matching theory.
Chu, Hui-Chuan.

A comparison of verbal-behavior and social-skills approaches for development of social interaction skills and concurrent reduction of aberrant behaviors of children with developmental disabilities in the context of matching theory. - 1 online resource (134 pages)

Source: Dissertations Abstracts International, Volume: 60-03, Section: A.

Thesis (Ph.D.)--Columbia University, 1998.

Includes bibliographical references

Two experiments are reported concerning the effects of a verbal-behavior-based instructional package and a social-skills based instruction on the social interaction and the aberrant behavior of five individuals with developmental disabilities. Instruction under both treatments was delivered via socially based learn units. The independent variable consisted of the application of the components of each instructional package. The dependent variables consisted of the number or the rate of correct and incorrect instructional responses during treatments and the number or the rate of social conversational units and aberrant behaviors emitted during free play sessions. The participants in the first experiment were two four-year-old boys with developmental disabilities. An intrasubject, multiple treatment withdrawal design (ABACABAC or ACABAB) was employed. The results showed that the participants emitted significantly more social conversational units in the free play setting during the verbal behavior training phases than during the social skills training phases. In addition, verbal behavior training was found to be more effective in substantially decreasing and maintaining low rates of previously high frequency aberrant behaviors than social skills training. Pre-experimental functional analyses were done prior to the second experiment in order to identify controlling variables for the aberrant behaviors of three male students with developmental disabilities. A multitreatment design with counterbalanced treatments (ABAC or ACAB) was used to compare the two training procedures. The results of this experiment showed that verbal behavior training was more effective than social skills training in increasing social conversational units and decreasing aberrant behaviors for all students. The resulting data for two students were then mathematically fitted to the single alternative formula for the matching law. The results showed that the predicted value (behaviors) and the estimated value (reinforcements) show a high degree of covariance, closely matching the hyperbolic curve. The results are discussed in terms of basic principles of the science of human behavior and the utility of the social conversational unit as an interactive measure of social interaction that leads to a better understanding of variables controlling social interaction and the development of more effective interventions for increasing reciprocal social interaction and reducing aberrant behaviors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780591926446Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Aberrant behaviorsIndex Terms--Genre/Form:

542853
Electronic books.

A comparison of verbal-behavior and social-skills approaches for development of social interaction skills and concurrent reduction of aberrant behaviors of children with developmental disabilities in the context of matching theory.
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504 $a Includes bibliographical references
520 $a Two experiments are reported concerning the effects of a verbal-behavior-based instructional package and a social-skills based instruction on the social interaction and the aberrant behavior of five individuals with developmental disabilities. Instruction under both treatments was delivered via socially based learn units. The independent variable consisted of the application of the components of each instructional package. The dependent variables consisted of the number or the rate of correct and incorrect instructional responses during treatments and the number or the rate of social conversational units and aberrant behaviors emitted during free play sessions. The participants in the first experiment were two four-year-old boys with developmental disabilities. An intrasubject, multiple treatment withdrawal design (ABACABAC or ACABAB) was employed. The results showed that the participants emitted significantly more social conversational units in the free play setting during the verbal behavior training phases than during the social skills training phases. In addition, verbal behavior training was found to be more effective in substantially decreasing and maintaining low rates of previously high frequency aberrant behaviors than social skills training. Pre-experimental functional analyses were done prior to the second experiment in order to identify controlling variables for the aberrant behaviors of three male students with developmental disabilities. A multitreatment design with counterbalanced treatments (ABAC or ACAB) was used to compare the two training procedures. The results of this experiment showed that verbal behavior training was more effective than social skills training in increasing social conversational units and decreasing aberrant behaviors for all students. The resulting data for two students were then mathematically fitted to the single alternative formula for the matching law. The results showed that the predicted value (behaviors) and the estimated value (reinforcements) show a high degree of covariance, closely matching the hyperbolic curve. The results are discussed in terms of basic principles of the science of human behavior and the utility of the social conversational unit as an interactive measure of social interaction that leads to a better understanding of variables controlling social interaction and the development of more effective interventions for increasing reciprocal social interaction and reducing aberrant behaviors.
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