Results showed that the learning games promoted child learning and that collateral child and teacher behavior were predictably associated with operant responding.
📌 3 Key Takeaways
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Objective & Hypothesis:\r\n The value-added benefits of young children's response-contingent learning were examined in a study of three children (2 females, 1 male) with multiple disabilities and profound developmental delays.
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Key Findings & Data:Contingency learning games were used to increase child operant responding, and both the children's and their teachers' concomitant social–emotional behavior associated with operant responding were mapped onto child learning.
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Conclusion & Impact:Results showed that the learning games promoted child learning and that collateral child and teacher behavior were predictably associated with operant responding.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Response-Contingent Stimulation · Learning Games · Operant Behavior
Özet
\r\n The value-added benefits of young children's response-contingent learning were examined in a study of three children (2 females, 1 male) with multiple disabilities and profound developmental delays. Contingency learning games were used to increase child operant responding, and both the children's and their teachers' concomitant social–emotional behavior associated with operant responding were mapped onto child learning. Results showed that the learning games promoted child learning and that collateral child and teacher behavior were predictably associated with operant responding. The manner in which the findings extend the results from previous research are described.\r\n
RAAB, M., DUNST, C. J., WILSON, L. L. (2020). Early contingency learning and child and teacher concomitant social–emotional behavior. International Journal of Early Childhood Special Education (INT-JECSE), Cilt: 1 Sayı: 1. https://ajindex.com/articles/1039851