Suchergebnisse

Four high-school age students with autism and severe handicaps were trained to initiate and sustain social interactions with nonhandicapped peers in a commonly shared breakroom at two community job sites. The generalization of social behavior to nontrained coworkers was probed in the same setting during natural breaktimes. A multiple-baseline across subjects design was used to assess the effectiveness of a training package based on concurrent training of chains of responses using systematic prompting and reinforcement of correct behavior. Generalization was promoted using a multiple exemplar strategy. The results showed that all participants acquired a chain of social break behaviors using one peer trainer. Two participants displayed generalization of social responses prior to the acquisition of the complete chain. Two participants required training with multiple peers prior to the occurrence of generalization.

Ellings, Richard J.: Foreword Zoellick, Robert B.: Whither China : from membership to responsibility? "Whither U.S.-China relations?" : roundtable discussion Baum, Richard: Zoellick's roadmap and the future of U.S.-China relations Campbell, Kurt M.: Zoellick's China Kelly, James A.: United States policy toward China : a timely restatement Ross, Robert S.: Toward a stable and constructive China policy

Fifteen high school peer tutors and 15 "special friends" interacted daily for a semester with a class of 9 students with severe disabilities. Two measurement systems were employed: an attitude survey and social behavior probes. Social behavior probes were conducted with a familiar student with autism (i.e., a student from the special education class), an unfamiliar student with autism, and an unfamiliar nonhandicapped student. A pretest-posttest experimental design with control group was employed. In general, statistical comparisons of the groups indicated that serving as a peer tutor was equivalent to serving as a special friend across the two measures. However, on one measure (social interaction with an unfamiliar peer with autism) the special friends showed significantly higher levels of social interaction. Both groups interacted more frequently with the familiar student with autism than the unfamiliar student with autism or the unfamiliar nonhandicapped peer. The experimental groups produced substantially longer interactions than the control group.