Child and Adult Social--Emotional Benefits of Response-Contingent Child Learning Opportunities.

Dunst, Carl J,; Raab, Melinda; Trivette, Carol M.; Parkey, Cindy; Gatens, Mary; Wilson, Linda L.; French, Jennie; Hamby, Deborah W.

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Record Details - EJ805542

Title: Child and Adult Social--Emotional Benefits of Response-Contingent Child Learning Opportunities

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Title:	Child and Adult Social--Emotional Benefits of Response-Contingent Child Learning Opportunities
Authors:	Dunst, Carl J,; Raab, Melinda; Trivette, Carol M.; Parkey, Cindy; Gatens, Mary; Wilson, Linda L.; French, Jennie; Hamby, Deborah W.
Descriptors:	Games; Developmental Delays; Behavior Patterns; Early Intervention; Mothers; Cerebral Palsy; Down Syndrome; Visual Impairments; Multiple Disabilities; Teachers; Young Children; Contingency Management; Severe Disabilities; Responses; Stimuli; Social Development; Emotional Development; Parents
Source:	Journal of Early and Intensive Behavior Intervention, v4 n2 p379-391 2007
More Info: Help Peer Reviewed:	Yes
Publisher:	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Publication Date:	2007-00-00
Pages:	13
Pub Types:	Journal Articles; Reports - Research
Abstract:	Findings from two studies of 42 children with profound developmental delays (26 males and 15 females) using systematic and intense response-contingent learning opportunities interventions are reported. Response-contingent learning games were used to promote the participants' use of behavior that either produced environmental consequences or elicited reinforcing stimuli. The focus of analysis was the social--emotional benefits of the learning opportunities on both the children and adults (parents and teachers). Results showed that child production of behavior producing reinforcing consequences was associated with heightened positive social--emotional benefits in both the children and adults. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	37

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Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1554-4893
Audiences:	N/A
Languages:	English
Education Level:	Early Childhood Education

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