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Persicke A, Najdowski AC, Tarbox J, St. Clair M. Teaching Children with Autism Spectrum Disorder Desire-Based Emotion Prediction and Cause. Behav Anal Pract 2023; 16:826-836. [PMID: 37680329 PMCID: PMC10480360 DOI: 10.1007/s40617-022-00765-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/21/2022] [Indexed: 12/12/2022] Open
Abstract
This study aimed to expand current research in one area of perspective taking related to teaching children with autism spectrum disorder to predict others' emotions. The current study evaluated a behavioral teaching procedure on predicting and inferring the cause of emotions based on another's desires. The procedure included a training package including multiple-exemplar training, rules, modeling, prompting, and reinforcement across scenarios in which children with autism were asked to predict how others may feel given a met or unmet desire or nondesire. Three children with autism, who did not already demonstrate this skill at baseline, were included in the study and learned a repertoire of emotion prediction and cause that generalized to untrained novel scenarios. Generalization to situations in which it was necessary to apply information about another's desires during play activities was not observed until direct in-vivo training was implemented. Future directions and implications of this research are discussed.
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Affiliation(s)
- Angela Persicke
- Center for Autism and Related Disorders, Inc, Los Angeles, CA USA
- Present Address: Pepperdine University, Malibu, CA USA
| | - Adel C. Najdowski
- Center for Autism and Related Disorders, Inc, Los Angeles, CA USA
- Present Address: Pepperdine University, Malibu, CA USA
| | - Jonathan Tarbox
- Center for Autism and Related Disorders, Inc, Los Angeles, CA USA
- Present Address: University of Southern California, Los Angeles, CA USA
| | - Megan St. Clair
- Center for Autism and Related Disorders, Inc, Los Angeles, CA USA
- Halo Behavioral Health, Los Angeles, CA USA
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2
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Using Video Modeling to Increase Face-Covering Behavior for Individuals with Down Syndrome in the School Setting. TRENDS IN PSYCHOLOGY 2023. [PMCID: PMC10013977 DOI: 10.1007/s43076-023-00265-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/15/2023]
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3
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Assessing Temporal Relational Responding in Young Children. PSYCHOLOGICAL RECORD 2023. [DOI: 10.1007/s40732-023-00534-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
Abstract
AbstractRelational frame theory (RFT) sees temporal relational responding (e.g., A is after B; B is before A) as a key operant skill involved in the understanding of time. From this perspective relating events temporally is important for everyday life situations such as sequencing events, planning, and talking about the past or future. The aim of the present research was to assess performance on a test of temporal relational responding in young children at increasing levels of complexity. Twenty-five typically developing children between 3 and 8 years were assessed on tasks of nonarbitrary (i.e., based on physical events) and arbitrary (i.e., based on contextual cues only) temporal relations. Results showed a correlation between overall performance across temporal relational responding tasks and age. Performance on nonarbitrary “before” and “after” trials improved similarly with age whereas with arbitrary relations, participants performed much more poorly on “after” trials than on “before” trials and some interesting cohort specific patterns were also seen. Implications of the results and future research directions are discussed.
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A Behavioral Approach to the Human Understanding of Time: Relational Frame Theory and Temporal Relational Framing. PSYCHOLOGICAL RECORD 2022. [DOI: 10.1007/s40732-022-00529-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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5
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Bradley RL, Noell GH. Rule-Governed Behavior: Teaching Social Skills via Rule-Following to Children with Autism. Dev Neurorehabil 2022; 25:433-443. [PMID: 34951556 DOI: 10.1080/17518423.2021.2018735] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Rule-governed behavior (RGB) is behavior that is controlled by verbal descriptions of contingencies rather than by direct contact or a history of direct contact with the contingencies. Humans rely on RGB to navigate a multitude of life experiences, and in doing so, we avoid direct contact with destructive or harmful contingencies or contingencies that would be inefficient to contact. However, individuals with autism spectrum disorders (ASDs) frequently struggle with RGB, leaving them at increased risk of contacting aversive consequences. As a result, acquiring RGB can be a valuable developmental outcome for individuals with ASD. The current study examined the effectiveness of an intervention program designed to promote acquisition and generalization of rule-governed social skills in children with ASD. Multiple exemplar training (MET) resulted in increased performance of the target behavior as well as successful discrimination.
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Affiliation(s)
| | - George H Noell
- Louisiana State University, Old Dominion University, USA
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Ibañez VF, Peters KP, Vollmer TR. A Comparison of re-presentation and modified chin prompt to treat different topographies of liquid expulsion. J Appl Behav Anal 2021; 54:1586-1607. [PMID: 34329488 DOI: 10.1002/jaba.872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 07/07/2021] [Accepted: 07/07/2021] [Indexed: 11/07/2022]
Abstract
Treatment of one behavior in the chain of consumption might be associated with the emergence of other problematic behaviors. For example, some children with feeding disorders expel liquid. Moreover, the form in which children expel liquid might vary and influence whether a treatment to reduce liquid expulsion will result in clinically meaningful outcomes. In the current investigation, we first identified topographies of liquid expulsion (e.g., forceful, run out) for each child. We then compared and evaluated the effects of 2 procedures, a modified chin prompt and re-presentation, on the liquid expulsion of 3 children with feeding disorders. For 2 participants, expulsion decreased to clinically meaningful levels with a modified chin prompt or re-presentation. However, for 1 participant, expulsion decreased to clinically meaningful levels only when we combined the modified chin prompt and re-presentation as part of a treatment package. We discuss possible mechanisms underlying the effects of a modified chin prompt and re-presentation, in addition to areas for future research.
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Wahman CL, Anderson EJ. A precorrection intervention to teach behavioral expectations to young children. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Charis L. Wahman
- Department of Counseling, Educational Psychology, and Special Education Michigan State University East Lansing Michigan USA
| | - Eric J. Anderson
- Department of Educational Studies The Ohio State University Columbus Ohio USA
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Wiskow KM, Torrecillas J, Rocha H, DaSilva A. Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group. Anal Verbal Behav 2020; 36:251-272. [PMID: 33381383 PMCID: PMC7736426 DOI: 10.1007/s40616-020-00136-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
In the present study, experimenters evaluated the influence of lag schedules of reinforcement in combination with accurate and inaccurate (complete and incomplete) rules on the response variability of naming category items for typically developing preschoolers in a group format. Results showed that when lag schedules were introduced with 2 categories, response variability generalized to the third category. Furthermore, after participants experienced the lag schedule, variability persisted when the contingency no longer required variability. Participants continued to vary their responses unless the rule and contingency required them to repeat responses. We discuss potential clinical applications of using lag schedules in a group format and including rules during teaching, as well as directions for future research in this area.
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Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA
| | - Jasmine Torrecillas
- Department of Psychology and Child Development, College of Science, One University Circle, California State University, Stanislaus, Turlock, CA 95382 USA
- Present Address: Fresno Unified School District, Fresno, CA USA
| | - Haide Rocha
- California State University, Stanislaus, CA USA
- Present Address: Kadiant, Modesto, CA USA
| | - Allison DaSilva
- California State University, Stanislaus, CA USA
- Present Address: Kadiant, Modesto, CA USA
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McLoughlin S, Tyndall I, Pereira A. Convergence of multiple fields on a relational reasoning approach to cognition. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101491] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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10
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Fritz JN, Roath CT, Shoemaker PT, Edwards AB, Hussein LA, Villante NK, Langlinais CA, Rettig LA. Validity of the multiple-stimulus without replacement preference assessment for edible items. J Appl Behav Anal 2020; 53:1688-1701. [PMID: 32307709 DOI: 10.1002/jaba.703] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2019] [Revised: 01/09/2020] [Accepted: 01/10/2020] [Indexed: 11/12/2022]
Abstract
Studies have shown that the multiple-stimulus without replacement (MSWO) preference assessment is an effective assessment format for identifying preferred items. However, it is possible that factors other than reinforcer quality might influence selections by some individuals when the MSWO array consists of edible items. The validity of the MSWO results was evaluated by comparing items identified as most and least preferred by the MSWO assessment in a concurrent-schedule (CS) format. Varying edible items were used in each study. The MSWO format accurately identified the higher quality edible item for most participants across studies (76%); however, the MSWO format did not predict the highest quality edible item in the CS assessment for 20% to 30% of participants in each study.
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LaFrance DL, Tarbox J. The importance of multiple exemplar instruction in the establishment of novel verbal behavior. J Appl Behav Anal 2019; 53:10-24. [PMID: 31332774 DOI: 10.1002/jaba.611] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2017] [Accepted: 06/19/2019] [Indexed: 11/06/2022]
Abstract
According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.
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Blair BJ, Tarbox J, Albright L, MacDonald JM, Shawler LA, Russo SR, Dorsey MF. Using equivalence‐based instruction to teach the visual analysis of graphs. BEHAVIORAL INTERVENTIONS 2019. [DOI: 10.1002/bin.1669] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Bryan J. Blair
- The Van Loan School, Institute for Behavioral StudiesEndicott College Beverly Massachusetts
| | - Jonathan Tarbox
- College of Letters, Arts, and Sciences, Department of PsychologyUniversity of Southern California Los Angeles California
| | - Leif Albright
- Department of Applied Behavior AnalysisCaldwell University Caldwell New Jersey
| | | | - Lesley A. Shawler
- The Van Loan School, Institute for Behavioral StudiesEndicott College Beverly Massachusetts
| | - Samantha R. Russo
- The Van Loan School, Institute for Behavioral StudiesEndicott College Beverly Massachusetts
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DeQuinzio JA, Taylor BA, Tomasi BJ. Observational learning and children with autism: discrimination training of known and unknown stimuli. J Appl Behav Anal 2018; 51:802-818. [PMID: 29911304 DOI: 10.1002/jaba.481] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2017] [Accepted: 04/24/2018] [Indexed: 11/10/2022]
Abstract
We extended past observational learning research by incorporating stimuli already known to participants into training. We used a multiple-baseline design across three participants to determine the effects of discrimination training on the discrimination of consequences applied to modeled responses using both known and unknown pictures. During baseline, participants were exposed to modeled correct and incorrect picture labels and were observed to imitate modeled responses that were incorrect and followed by negative feedback. During discrimination training, we taught participants to label known pictures regardless of observed responses and consequences. With unknown pictures, we taught participants to imitate correct and reinforced modeled responses, and to say, "I don't know," when modeled responses were incorrect and received negative feedback. Test sessions measured responding to known and unknown pictures and showed acquisition over baseline levels. Generalization to pictures not associated with training was variable. Implications for teaching observational learning to children with autism are discussed.
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Dymond S, May R. Quantifying the Empirical Growth of Relational Frame Theory Research: a Cautionary Note. PSYCHOLOGICAL RECORD 2018. [DOI: 10.1007/s40732-018-0278-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Boyle MA, Keenan G, Forck KL, Curtis KS. Treatment of Elopement Without Blocking With a Child With Autism. Behav Modif 2017; 43:132-145. [PMID: 29169253 DOI: 10.1177/0145445517740871] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Elopement is a dangerous behavior common in children with autism spectrum disorder (ASD). Relative to other forms of problematic behavior, elopement has received little attention in both assessment and treatment. The current study entailed a functional analysis of elopement of one child with ASD, results of which suggested a partially automatic function. We then evaluated a differential reinforcement procedure, along with a rule, which successfully decreased elopement without the use of blocking. A changing-criterion design embedded within a withdrawal design was used to gradually increase the criterion for maintaining a close proximity to a therapist prior to being allowed to run.
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Affiliation(s)
| | - Ginny Keenan
- 1 Missouri State University, Springfield, MO, USA
| | - Kara L Forck
- 1 Missouri State University, Springfield, MO, USA
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Barnes-Holmes D, Barnes-Holmes Y, Luciano C, McEnteggart C. From the IRAP and REC model to a multi-dimensional multi-level framework for analyzing the dynamics of arbitrarily applicable relational responding. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2017. [DOI: 10.1016/j.jcbs.2017.08.001] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
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17
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Belisle J, Stanley CR, Dixon MR. The relationship between derived mutually entailed relations and the function of challenging behavior in children with autism: Comparing the PEAK-E-PA and the QABF. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2017. [DOI: 10.1016/j.jcbs.2017.07.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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19
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Oishi K, Suto K, Nakauchi A, Watanabe T, Takemori A, Toyota M. Relationship between Spontaneous Speech Function and Behavior Rating Inventory of Executive Function Profile in Children with Autism Spectrum Disorders: A Pilot Case Study. ACTA ACUST UNITED AC 2017. [DOI: 10.4236/psych.2017.813136] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Wymer SC, Tarbox J, Beavers GA, Tullis CA. Teaching Children with Autism to Follow Rules Specifying a Behavior and Consequence. Anal Verbal Behav 2016; 32:265-274. [PMID: 30800630 PMCID: PMC6381341 DOI: 10.1007/s40616-016-0059-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
Abstract
Rule-governed behavior (RGB) results from contact with a verbal description of a contingency as opposed to prior contact with that contingency. Despite its importance, research on the establishment of RGB with learners who do not display the skill is limited. Tarbox, Zuckerman, Bishop, Olive, and O'Hora (The Analysis of Verbal Behavior, 27, 125-139, 2011) used multiple-exemplar training (MET) to teach children with autism spectrum disorder to follow rules specifying an antecedent and a behavior. We conducted a systematic replication of the Tarbox et al. study with three boys diagnosed with autism spectrum disorder and extended those methods to rules specifying a behavior and either a preferred or nonpreferred consequence (e.g., "If you clap, then you get candy"). In baseline, participants typically followed a given instruction regardless of whether the consequence was preferred or nonpreferred. Following MET, all participants responded accurately to novel rules, indicating that MET may be an effective method to establish basic RGB repertoires.
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Affiliation(s)
- Sarah C. Wymer
- Georgia State University, 30 Pryor Street, Atlanta, GA 30302 USA
- Marcus Autism Center, 1920 Briarcliff Road NE, Atlanta, GA 30324 USA
| | - Jonathan Tarbox
- FirstSteps for Kids, 3424 Motor Avenue, Los Angeles, CA 90034 USA
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Dixon MR, Speelman RC, Rowsey KE, Belisle J. Derived rule-following and transformations of stimulus function in a children's game: An application of PEAK-E with children with developmental disabilities. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2016. [DOI: 10.1016/j.jcbs.2016.05.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Bordieri MJ, Kellum KK, Wilson KG, Whiteman KC. Basic Properties of Coherence: Testing a Core Assumption of Relational Frame Theory. PSYCHOLOGICAL RECORD 2015. [DOI: 10.1007/s40732-015-0154-z] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Anderson KA, McDonald TA, Edsall D, Smith LE, Taylor JL. Postsecondary Expectations of High-School Students With Autism Spectrum Disorders. FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES 2015; 31:16-26. [PMID: 29151780 PMCID: PMC5693248 DOI: 10.1177/1088357615610107] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examined the perceptions of adulthood among 31 high school students with autism spectrum disorder (ASD). We had two research aims: (1) to report students' postsecondary expectations in terms of school, work, friendships and living arrangement and (2) to describe how our sample defined adulthood. To better compare our sample's criteria of adulthood to the criteria traditionally endorsed in secondary schools, we used a directed content analysis approach. Data were derived from a semi-structured interview that questioned students about friendships, activities and the transition to adulthood. The majority of students expected to attain traditional markers of adulthood after high school; however, for some the pathways to achieving these outcomes were narrowly defined and perceived as a rigid, linear process. Independence, maturity and personal responsibility were the most highly endorsed characteristics of adulthood, followed by chronological age and traditional markers. Implications for transition planning and adult services are discussed.
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Affiliation(s)
- Kristy A Anderson
- University of Wisconsin-Madison, Vanderbilt University School of Medicine and the Monroe Carell Jr. Children's Hospital at Vanderbilt
| | - T A McDonald
- University of Wisconsin-Madison, Vanderbilt University School of Medicine and the Monroe Carell Jr. Children's Hospital at Vanderbilt
| | - Deirdre Edsall
- University of Wisconsin-Madison, Vanderbilt University School of Medicine and the Monroe Carell Jr. Children's Hospital at Vanderbilt
| | - Leann E Smith
- University of Wisconsin-Madison, Vanderbilt University School of Medicine and the Monroe Carell Jr. Children's Hospital at Vanderbilt
| | - Julie Lounds Taylor
- Department of Pediatrics and the Vanderbilt Kennedy Center; Vanderbilt University School of Medicine and the Monroe Carell Jr. Children's Hospital at Vanderbilt
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O'Hora D, Barnes-Holmes D, Stewart I. Antecedent and consequential control of derived instruction-following. J Exp Anal Behav 2014; 102:66-85. [DOI: 10.1002/jeab.95] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2013] [Accepted: 05/20/2014] [Indexed: 11/10/2022]
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