摘要：The effects of two training procedures--(a) modeling and praise and (b) self-instruction, modeling, and praise--on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment order effects was used. Both procedures were effective in teaching the gross-motor chains. Nevertheless, for 4 of the 6 participants, the self-instruction procedure produced a faster acquisition rate in at least two of the three comparable pairs of gross-motor chains. Furthermore, very early in gross-motor chain acquisition, for five of the six gross-motor chains, the self-instruction condition was associated with faster response acquisition. Full Text The Full Text of this article is available as a PDF (186K). Selected References These references are in PubMed. This may not be the complete list of references from this article. Duarte AM, Baer DM. The effects of self-instruction on preschool children's sorting of generalized in-common tasks. J Exp Child Psychol. 1994 Feb; 57 (1):1–25. [ PubMed ] Friedling C, O'Leary SG. Effects of self-instructional training on second- and third-grade hyperactive children: a failure to replicate. J Appl Behav Anal. 1979 Summer; 12 (2):211–219. [ PubMed ] Grote I, Rosales J, Baer DM. A task analysis of the shift from teacher instructions to self-instructions in performing an in-common task. J Exp Child Psychol. 1996 Nov; 63 (2):339–357. [ PubMed ] Osnes Pamela G, Stokes Trevor F. The functional role of preschoolers' verbalizations in the generalization of self-instructional training. J Appl Behav Anal. 1988 Spring; 21 (1):45–55. [ PubMed ] Kirby KC, Holborn SW. Trained, generalized, and collateral behavior changes of preschool children receiving gross-motor skills training. J Appl Behav Anal. 1986 Fall; 19 (3):283–288. [ PubMed ] Merriman WJ, Barnett BE. A preliminary investigation of the relationship between language and gross motor skills in preschool children. Percept Mot Skills. 1995 Dec; 81 (3 Pt 2):1211–1216. [ PubMed ] Mithaug Deirdre K, Mithaug Dennis E. Effects of teacher-directed versus student-directed instruction on self-management of young children with disabilities. J Appl Behav Anal. 2003 Spring; 36 (1):133–136. [ PubMed ] Risley Todd R, Hart Betty. Developing correspondence between the non-verbal and verbal behavior of preschool children. J Appl Behav Anal. 1968 Winter; 1 (4):267–281. [ PubMed ] Rogers-Warren Ann, Baer Donald M. Correspondence between saying and doing: teaching children to share and praise. J Appl Behav Anal. 1976 Fall; 9 (3):335–354. [ PubMed ]
