Contrasting approaches to the response-contingent learning of young children with significant delays and their social–emotional consequences

Pathways of influence of asset-based response-contingent learning games on the social–emotional responding of young children with significant developmental delays and multiple disabilities.▪ [Display omitted] The purpose of the analyses described in this paper was to evaluate the direct and indirect...

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Bibliographic Details
Published in:Research in developmental disabilities 2017-04, Vol.63, p.67-73
Main Authors: Dunst, Carl J., Raab, Melinda, Hamby, Deborah W.
Format: Article
Language:English
Subjects:
Child Behavior
Child learning
Child social–emotional behaviour
Child, Preschool
Contingency awareness
Contingency detection
Developmental Disabilities - rehabilitation
Emotions
Female
Humans
Infant
Learning
Male
Response-contingent games
Social Behavior
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Summary:Pathways of influence of asset-based response-contingent learning games on the social–emotional responding of young children with significant developmental delays and multiple disabilities.▪ [Display omitted] The purpose of the analyses described in this paper was to evaluate the direct and indirect effects of two different approaches to child response-contingent learning on rates of child learning and both concomitant and collateral child social–emotional behaviour. The participants were 71 children with significant developmental delays or multiple disabilities randomly assigned to either of the two contrasting approaches to interventions. Findings showed that an intervention which employed practices that built on existing child behaviour (asset-based practices) was more effective than an intervention focusing on teaching children missing skills (needs-based practices) for influencing changes in the rates of child learning as well as rates of child social–emotional behaviour mediated by differences in rates of child learning. Both the theoretical and practical importance of the results are described in terms of the extended social–emotional benefits of asset-based response-contingent learning games.
ISSN:0891-4222
1873-3379
DOI:10.1016/j.ridd.2017.02.009