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Related Experiment Videos

Establishing generative yes/no responses in developmentally disabled children.

N A Neef, J Walters, A L Egel

    Journal of Applied Behavior Analysis
    |January 1, 1984
    PubMed
    Summary

    This study improved yes/no responding in children with developmental disabilities using classroom-embedded instruction. Generalization across question types was achieved through targeted programming, enhancing communication skills.

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    Area of Science:

    • Developmental Psychology
    • Applied Behavior Analysis
    • Special Education

    Background:

    • Children with developmental disabilities often face challenges in mastering yes/no response skills.
    • Traditional tutoring methods may not always be sufficient for teaching these foundational communication skills.

    Purpose of the Study:

    • To evaluate the effectiveness of two distinct teaching procedures for improving yes/no responding in four developmentally disabled children.
    • To assess the generalization of yes/no responding across different question formats and contexts.

    Main Methods:

    • A multiple-baseline design across participants was employed to evaluate the intervention's impact.
    • Initial tutoring involved direct instruction with specific questioning, followed by classroom-embedded instruction where responses determined item access.

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    Main Results:

    • Classroom-embedded instruction significantly increased correct yes/no responding across all participants.
    • Generalization to different question types (e.g., "Is this a...?", actions, possession, spatial relations) required specific programming but was ultimately achieved.

    Conclusions:

    • Classroom-embedded instruction is an effective strategy for teaching yes/no responses to children with developmental disabilities.
    • Targeted programming is crucial for achieving generalization of yes/no responding across various question formats and settings.