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TEACHERS' GENERALIZED USE OF DELAY AS A STIMULUS CONTROL PROCEDURE TO INCREASE LANGUAGE USE IN HANDICAPPED CHILDREN
Author(s) -
Halle James W.,
Baer Donald M.,
Spradlin Joseph E.
Publication year - 1981
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1981.14-389
Subject(s) - multiple baseline design , psychology , language delay , generalization , stimulus control , developmental psychology , audiology , mathematics education , language development , intervention (counseling) , medicine , mathematics , mathematical analysis , neuroscience , psychiatry , nicotine
In Experiment 1, classroom teachers were taught to delay their offers of help in naturally occurring situations, and thereby to provide additional opportunities for language use by six moderately retarded language‐delayed children. The teachers introduced this delay technique in a multiple‐baseline design across the six children. As delays were used, child verbal initiations increased. Follow‐up assessment showed that teachers were maintaining greater than baseline levels of the delay technique after 10 weeks. Experiment 2 replicated the findings of Experiment 1, and included a more thorough maintenance assessment, while focusing on teachers' generalization of the delay technique. Teachers were found to generalize their use of delay to 56% of their monitored untaught opportunities. The two experiments show that (a) the delay technique is quick to teach and simple to implement, (b) delays do provide opportunities for children to initiate, (c) teachers can generalize their use of delay to novel self‐selected situations, and (d) teachers can maintain their use of delays over time.

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