Literaturnachweis - Detailanzeige
| Autor/inn/en | Sweeney, Erin; Barton, Erin E.; Ledford, Jennifer R. |
|---|---|
| Titel | Using Progressive Time Delay to Increase Levels of Peer Imitation during Sculpting Play |
| Quelle | In: Journal of Autism and Developmental Disorders, 53 (2023) 2, S.516-524 (9 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Barton, Erin E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-018-3638-2 |
| Schlagwörter | Program Effectiveness; Time Factors (Learning); Preschool Children; Imitation; Peer Influence; Play; Disabilities; Reinforcement |
| Abstract | A multiple probe across participants with an embedded withdrawal single case research design was used to examine the effectiveness of a progressive time delay (PTD) procedure to teach preschoolers with disabilities to imitate their peers during a sculpting play activity. Data indicated the presence of a functional relation between the use of PTD and contingent reinforcement on increased levels of peer imitation across participants; levels also decreased when PTD was withdrawn, although not to baseline levels. Overall levels of peer imitation had a greater magnitude of change than demonstrated in previous research. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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