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Article type: Cover
2010 Volume 24 Issue 1 Pages
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Published: January 30, 2010
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Article type: Index
2010 Volume 24 Issue 1 Pages
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Article type: Index
2010 Volume 24 Issue 1 Pages
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MAKOTO SUZUKI, YOSHITSUGU OMORI, YUKO Matsumoto(SUGIMURA), MAYUMI HATA ...
Article type: Article
2010 Volume 24 Issue 1 Pages
2-12
Published: January 30, 2010
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Study objective: The purpose of the present study was to investigate the effectiveness of training on the activities of daily living for a man with severe cognitive disorder and severe right hemiplegia. Design: A-B-A-B single-subject design. Setting: Rehabilitation unit at University Hospital. Participant: A 70-year-old man with severe cognitive disorder and severe right hemiplegia due to cerebral infarction. Intervention: In the baseline phase, the patient was trained with praise following correct responses. In the intervention phase, physical guidance was added to the training. Measure: Whether the patient could carry out 12 activities of daily living was assessed. Results: The number of activities of daily living that the patient could perform independently in-creased during the intervention phase. However, this trend leveled off when the physical guidance was with-drawn. Conclusion: The training in activities of daily living used in the present study was effective in increasing the patient's ability to perform independently. However, further research is needed to identify a method for maintaining this improvement after training is no longer being provided.
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WATARU NODA, JUNKO TANAKA-MATSUMI
Article type: Article
2010 Volume 24 Issue 1 Pages
13-25
Published: January 30, 2010
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Study objective: The present study examined the effect of fluency building on the retention, endurance, and application of kanji oral reading of an elementary school student. Design: Within-subject comparison design. Setting: A public elementary school. Participant: A fifth-grade boy who was in a special support education class. Intervention: First, the boy studied kanji words using a discrete trial procedure, until he could read them aloud with 100% accuracy. Then, he was trained on half of the kanji words using a fluency-building method, and on the other half, with accuracy-only training. In the fluency-building method, he had 30-second time-trials until he could read the kanji words with accuracy plus speed. In the accuracy-only training, he was trained with a discrete trial procedure. The number of instructional trials for the accuracy-only training was controlled by a yoked procedure. Measures: The number of words read correctly and incorrectly. Results: The student demonstrated better performance of reading kanji words embedded in sentences after fluency-building training than after accuracy-only training. Conclusions: Fluency-building training can enhance the application of kanji reading.
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TAKAHIRO SATO
Article type: Article
2010 Volume 24 Issue 1 Pages
26-40
Published: January 30, 2010
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Study objective: The present study examined the effects of common naming that was inconsistent with matching-to-sample (MTS) training on establishment of stimulus equivalence. Participants: 21 undergraduate students. Intervention: All participants received both matching-to-sample and naming training. However, the stimulus classes formed by the naming training were inconsistent with the equivalence classes formed by the matching-to-sample training. The participants in the M group received matching-to-sample training first and then later received the naming training. The participants in the N group were trained in the reversed order. Measure: In a matching-to-sample test after 2 training sessions, response probability was measured in relation to the 2 types of training. Results: 12 participants showed relations based on naming on almost all test trials. On the other hand, 3 participants showed relations based on matching-to-sample on almost all test trials. Conclusion: The present results suggest that training in common naming appears to be more effective than matching-to-sample training in the formation of stimulus equivalence.
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NAOYA KUBO, KOICHI ONO
Article type: Article
2010 Volume 24 Issue 1 Pages
41-53
Published: January 30, 2010
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Study objectives: The purpose of the experiment was to examine whether pigeons can discriminate younger and older faces of cartoon animals, with the stimuli changing through pseudo-aging. We also investigated whether transposition would take place. Design: 2-stimulus simultaneous discrimination tasks. In Experiment 1, pigeons were trained to discriminate faces with multiple stimulus pairs. In the test, novel stimulus pairs and their mirror images were presented. In Experiment 2, pigeons were trained with 2 stimulus pairs to discriminate faces. In the test, 4 stimulus pairs were presented; 2 pairs with the same reinforcement history, 1 pair of novel stimuli, and 1 pair comprised of a stimulus with S+ history and a novel stimulus. Subjects: S+ stimuli for 2 pigeons were the younger faces; S+ for the other 2 pigeons were the older faces. Results: The results of Experiments 1 and 2 suggested that pigeons could discriminate younger and older animals' faces. Partial transposition was observed. Conclusion: The present study suggests that pigeons can discriminate between younger animals' faces and older ones, and that they discriminate younger faces particularly well.
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YURI NAKAMURA, JUNKO TANAKA-MATSUMI
Article type: Article
2010 Volume 24 Issue 1 Pages
54-58
Published: January 30, 2010
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Study objectives: The present study investigated effects of behavioral coaching on the 7-meter throw in handball. Design: ABA design with follow-up. Participants: 3 members of a women's university handball team. Intervention: Correct shot form was divided into 12 component skills. Behavioral coaching of the 12 skills consisted of instruction, modeling, behavioral rehearsal, and verbal and checklist feedback. Each participant performed a stationery target shot and a regular shot in each session. Measures: The percentage of correct component skills performed and the number of successful shots was calculated for each player in each session. Results: After behavioral coaching, the percentage of correct component skills performed in both the target shot and the regular shot improved in all 3 participants. However, the number of successful shots did not increase as much. Conclusion: Behavioral coaching was effective in improving specific component skills of the 7-meter throw in handball. Further field training is necessary to improve the success of shots on the 7-meter throw.
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SHUNICHI NEGI, SATORU SHIMAMUNE
Article type: Article
2010 Volume 24 Issue 1 Pages
59-65
Published: January 30, 2010
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Study objective: The effect of behavioral coaching on improvement of a waza (technique) in Aikido was examined. Design: Multiple baseline across participants. Setting: Training sessions were conducted in a university's dojo (Aikido training area). Participants: 3 female undergraduate students who were beginning learners. Intervention: Task analysis of the waza resulted in 5 subsets of behaviors. These target behaviors were taught through a combination of modeling, forward chaining, and differential reinforcement with verbal praise. Measures: Occurrence/non-occurrence of each target behavior was recorded on each trial, resulting in scores of 0 to 5 for each behavior. The participants were interviewed to evaluate the social validity of the training. Also, an external validation of the participants' trained performance was attempted through evaluation by a third party. Results: The training package improved the participants' waza. The outcome was evaluated as having social and external validity. Conclusion: The present results suggest that behavioral coaching could be effective for skill training in the martial arts.
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SATORU SHIMAMUNE
Article type: Article
2010 Volume 24 Issue 1 Pages
66-69
Published: January 30, 2010
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ANDY BONDY
Article type: Article
2010 Volume 24 Issue 1 Pages
70-84
Published: January 30, 2010
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The present paper was presented at a seminar on Autism and Communication held on July 12, 2008, at Hosei University in Tokyo. An overall description is given of the Picture Exchange Communication System (PECS), which was developed for teaching communication skills to children with autism, as well as a brief history of the system, frequently asked questions and misunderstandings, and relation of PECS to Skinner's theory of verbal behavior. Recent relevant research findings are summarized.
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HITOMI KUMA, YUNO TAKEUCHI, YOSHIKO HARA, NOZOMI NAOI, JUN-ICHI YAMAMO ...
Article type: Article
2010 Volume 24 Issue 1 Pages
85-105
Published: January 30, 2010
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The present symposium was conducted at a seminar on autism and communication held on July 12, 2008, at Hosei University in Tokyo. First, a comprehensive program for teaching communication skills to autistic children at Keio University was presented. Second, a family-support program provided by the University of Tsukuba to teach an autistic child using PECS at home was introduced. Third, a family and school support program based on functional communication training provided by a private clinic (TASUC Ltd.) was described. Finally, the discussant, Bondy, commented on each presentation on the basis of his expertise in providing communication training for teachers and parents working with children with autism.
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
106-113
Published: January 30, 2010
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
115-117
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
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Article type: Appendix
2010 Volume 24 Issue 1 Pages
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Article type: Cover
2010 Volume 24 Issue 1 Pages
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