The Effects of a Say-then-do Training Sequence on Children's Social Behavior

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Abstract

A say-then-do training sequence was used to teach three behaviorally impaired nursery school children to give and take objects appropriately in a classroom setting. During Training Phase 1, the children were taught to self-instruct appropriate behavior before relinquishing or receiving objects from adults and peers in a treatment setting. During Training Phase 2, adult supervision was faded from the treatment setting and the children were required to continue to self-instruct while playing with their peers. Data were collected on appropriate social behavior of children in both the treatment and an extratreatment setting. The procedures were effective for each child. Children rapidly acquired the target behavior in the treatment setting and were successful in generalizing and maintaining the behavior in an extratreatment setting. The results were discussed as they related to the children's initial acquisition of the target behavior, generalization of the target behavior to an extratreatment setting, maintenance of the behavior over time, and the applicability of the training procedures.

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