Family-Centred Applied Behaviour Analysis Verbal Behaviour Intervention for Young Taiwanese Children with Disabilities

Autor/in	Chu, Szu-Yin
Titel	Family-Centred Applied Behaviour Analysis Verbal Behaviour Intervention for Young Taiwanese Children with Disabilities
Quelle	In: International Journal of Early Years Education, 24 (2016) 1, S.80-96 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2015.1135106
Schlagwörter	Foreign Countries; Disabilities; Verbal Communication; Language Skills; Intervention; Program Effectiveness; Training; Skill Development; Receptive Language; Expressive Language; Vocabulary Development; Maintenance; Parent Attitudes; Preschool Children; Family Programs; Stimuli; Observation; Intervals; Language Impairments; Standardized Tests; Evidence Based Practice; Behavior; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Handicap; Behinderung; Language skill; Sprachkompetenz; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Family program; Familienprogramm; Anreizsystem; Beobachtung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Standadised tests; Standardisierter Test
Abstract	Current educational policy promotes the use of evidence-based practices to maximize children's learning outcomes. With the goal of enhancing a child's ability to learn functional language, the purpose of this study was to focus on involving families through the utilization of evidence-based intervention based upon the Applied Behaviour Analysis Verbal Behaviour (ABA VB) Approach. A multiple-probe design was implemented to evaluate the effects of ABA VB training with regard to four verbal operants (i.e. echoic, mand, tact, and intraverbal) for three young children with disabilities. Three measurements of learning outcomes were also gathered to monitor the progress of targeted skills (e.g. receptive and expressive vocabulary). The results revealed that the three children exhibited immediate and significant gains upon implementation of the ABA VB intervention and that those gains were maintained after the cessation of intervention. Further evidence of the efficacy of this intervention was found in the parents' ratings of satisfaction regarding the ABA VB approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01