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Journals / International Journal of Early Childhood Special Education / 2009 / Cilt: 1 - Sayı: 1

Early Contingency Learning and Child and Teacher Concomitant Social–Emotional Behavior

Erken Koşullu Öğrenme ve Beraberindeki Çocuk ve Öğretmen Duygusal-Sosyal Davranışı

Melinda RAAB
Carl J. DUNST
Linda L. WİLSON
Editörden
Cindy PARKEY
Pages
1–14
Publication Date
2009-03-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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

🎯
Objective & Hypothesis: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

Abstract

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.

Özet

Küçük çocuklarda tepki-koşullu öğrenmenin faydaları çoklu yetersizlikleri ve ağır derecede gelişimsel gerilikleri olan üç çocukla (2 kız,1 erkek) gerçekleştirilen bir çalışmada incelenmiştir. Çocuğun edimsel koşullanmasını arttırmak için koşullu öğrenme oyunları kullanılmış ve hem çocukların hem de öğretmenlerin edimsel koşullanmayla bağlantılı eşzamanlı sosyal-duygusal davranışları çocuğun öğrenmesi ile eşleştirilmiştir. Sonuçlar öğrenme oyunlarının çocukların öğrenmesini geliştirdiğini ve karşılıklı öğrenci öğretmen davranışlarının tahmil edilebilecek şekilde edimsel koşullanmayla bağlantılı olduğunu göstermiştir. Bulguların önceki araştırmalardan elde edilen sonuçlara katkısı açıklanmaktadır.

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Cite This Article

RAAB, M., DUNST, C. J., WİLSON, L. L., Editörden, E., PARKEY, C. (2009). Early Contingency Learning and Child and Teacher Concomitant Social–Emotional Behavior. International Journal of Early Childhood Special Education, Cilt: 1 - Sayı: 1, 1–14. https://ajindex.com/articles/137849

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