期刊名称：International Journal of Early Childhood Special Education
电子版ISSN：1308-5581
出版年度：2009
卷号：1
期号：1
出版社：International Journal of Early Childhood Special Education
摘要：The value-added benefits of young children's response-contingent learning were examined in a study of three children (2 females, 1 male) with multiple disabilities and profound developmental delays. Contingency learning games were used to increase child operant responding, and both the children's and their teachers' concomitant socialemotional behavior associated with operant responding were mapped onto child learning. Results showed that the learning games promoted child learning and that collateral child and teacher behavior were predictably associated with operant responding. The manner in which the findings extend the results from previous research are described.
