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Journal articles on the topic 'Mand training'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Drasgow, Erik, Christian A. Martin, Laura C. Chezan, Katie Wolfe, and James W. Halle. "Mand Training." Behavior Modification 40, no. 3 (November 5, 2015): 347–76. http://dx.doi.org/10.1177/0145445515613582.

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2

Bourret, Jason, Timothy R. Vollmer, and John T. Rapp. "EVALUATION OF A VOCAL MAND ASSESSMENT AND VOCAL MAND TRAINING PROCEDURES." Journal of Applied Behavior Analysis 37, no. 2 (June 2004): 129–44. http://dx.doi.org/10.1901/jaba.2004.37-129.

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3

Wallace, Michele D. "A comprehensive analysis of mand training." Journal of Speech and Language Pathology – Applied Behavior Analysis 2, no. 3 (2007): 278–86. http://dx.doi.org/10.1037/h0100225.

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4

Chezan, Laura C., Erik Drasgow, Gabriela Z. McWhorter, Kristine I. P. Starkey, and Brooke M. Hurdle. "Discrimination and Generalization of Negatively-Reinforced Mands in Young Children With Autism Spectrum Disorder." Behavior Modification 43, no. 5 (June 20, 2018): 656–87. http://dx.doi.org/10.1177/0145445518781957.

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In this study, we extended the literature on the generalization of negatively-reinforced mands in three young children with autism spectrum disorder (ASD). First, we used example and nonexample stimuli embedded in mand training to teach a new, socially appropriate, negatively-reinforced mand to reject unpreferred food items while continuously assessing mand discrimination. Second, we evaluated the discriminated generalization of the newly acquired mand by using untrained example and nonexample stimuli. Finally, we conducted maintenance probes to examine if the new, discriminated mand occurred over time in the absence of training. Results suggest that our mand training produced acquisition of a discriminated negatively-reinforced mand in all three children. Data indicate that the newly acquired, discriminated mand generalized to untrained food items and was maintained after training was discontinued. We discuss the conceptual significance and clinical implications of using example and nonexample stimuli to produce acquisition, generalization, and maintenance of negatively-reinforced mands in young children with ASD and language delays.

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5

Nigro-Bruzzi, Darlene, and Peter Sturmey. "THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON MAND TRAINING BY STAFF AND UNPROMPTED VOCAL MANDS BY CHILDREN." Journal of Applied Behavior Analysis 43, no. 4 (December 2010): 757–61. http://dx.doi.org/10.1901/jaba.2010.43-757.

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6

Kunnavatana, S. Shanun, Katie Wolfe, and Alexandra N. Aguilar. "Assessing Mand Topography Preference When Developing a Functional Communication Training Intervention." Behavior Modification 42, no. 3 (January 20, 2018): 364–81. http://dx.doi.org/10.1177/0145445517751437.

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Functional communication training (FCT) is a common function-based behavioral intervention used to decrease problem behavior by teaching an alternative communication response. Therapists often arbitrarily select the topography of the alternative response, which may influence long-term effectiveness of the intervention. Assessing individual mand topography preference may increase treatment effectiveness and promote self-determination in the development of interventions. This study sought to reduce arbitrary selection of FCT mand topography by determining preference during response training and acquisition for two adults with autism who had no functional communication skills. Both participants demonstrated a clear preference for one mand topography during choice probes, and the preferred topography was then reinforced during FCT to reduce problem behavior and increase independent communication. The implications of the results for future research on mand selection during FCT are discussed.

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7

Plavnick, Joshua B., and Summer J. Ferreri. "Collateral effects of mand training for children with autism." Research in Autism Spectrum Disorders 6, no. 4 (October 2012): 1366–76. http://dx.doi.org/10.1016/j.rasd.2012.05.008.

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8

Winborn, Lisa, David P. Wacker, David M. Richman, Jennifer Asmus, and Deb Geier. "ASSESSMENT OF MAND SELECTION FOR FUNCTIONAL COMMUNICATION TRAINING PACKAGES." Journal of Applied Behavior Analysis 35, no. 3 (September 2002): 295–98. http://dx.doi.org/10.1901/jaba.2002.35-295.

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9

Lee, Gabrielle T., Nicole Luke, and Hye-Suk LeePark. "Using Mand Training to Increase Vocalization Rates in Infants." Psychological Record 64, no. 3 (June 4, 2014): 415–21. http://dx.doi.org/10.1007/s40732-014-0063-6.

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10

Egan, Claire E., and Dermot Barnes-Holmes. "EMERGENCE OF TACTS FOLLOWING MAND TRAINING IN YOUNG CHILDREN WITH AUTISM." Journal of Applied Behavior Analysis 42, no. 3 (September 2009): 691–96. http://dx.doi.org/10.1901/jaba.2009.42-691.

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11

Betz, Alison M., Thomas S. Higbee, Kristen N. Kelley, Tyra P. Sellers, and Joy S. Pollard. "INCREASING RESPONSE VARIABILITY OF MAND FRAMES WITH SCRIPT TRAINING AND EXTINCTION." Journal of Applied Behavior Analysis 44, no. 2 (June 2011): 357–62. http://dx.doi.org/10.1901/jaba.2011.44-357.

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12

Shea, Kerry, Tyra P. Sellers, Matthew T. Brodhead, Kailie J. Kipfmiller, and Emma S. Sipila-Thomas. "A review of mand frame training procedures for individuals with autism." European Journal of Behavior Analysis 20, no. 2 (July 3, 2019): 230–43. http://dx.doi.org/10.1080/15021149.2019.1661708.

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13

Wacker, David P., Jay W. Harding, and Wendy K. Berg. "Evaluation of mand-reinforcer relations following long-term functional communication training." Journal of Speech and Language Pathology – Applied Behavior Analysis 3, no. 1 (2008): 25–35. http://dx.doi.org/10.1037/h0100229.

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14

Gutierrez, Anibal, Timothy R. Vollmer, Claudia L. Dozier, John C. Borrero, John T. Rapp, Jason C. Bourret, and Dana Gadaire. "MANIPULATING ESTABLISHING OPERATIONS TO VERIFY AND ESTABLISH STIMULUS CONTROL DURING MAND TRAINING." Journal of Applied Behavior Analysis 40, no. 4 (December 2007): 645–58. http://dx.doi.org/10.1901/jaba.2007.645-658.

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15

Walker, Virginia L., Stephanie N. DeSpain, and James R. Thompson. "Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities." Exceptionality 27, no. 4 (July 9, 2018): 262–77. http://dx.doi.org/10.1080/09362835.2018.1480947.

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16

Wu, Wai‐Ling, Sarah A. Lechago, and Lisa A. Rettig. "Comparing mand training and other instructional methods to teach a foreign language." Journal of Applied Behavior Analysis 52, no. 3 (April 24, 2019): 652–66. http://dx.doi.org/10.1002/jaba.564.

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17

Falcomata, Terry S., Joel E. Ringdahl, Tory J. Christensen, and Eric W. Boelter. "An evaluation of prompt schedules and mand preference during functional communication training." Behavior Analyst Today 11, no. 1 (2010): 77–84. http://dx.doi.org/10.1037/h0100690.

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18

Torelli, Jessica N., Joseph M. Lambert, M. Alexandra Da Fonte, Katherine N. Denham, Thomas M. Jedrzynski, and Nealetta J. Houchins-Juarez. "Assessing Acquisition of and Preference for Mand Topographies During Functional Communication Training." Behavior Analysis in Practice 9, no. 2 (August 18, 2015): 165–68. http://dx.doi.org/10.1007/s40617-015-0083-y.

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19

Valentino, Amber L., Linda A. LeBlanc, Sarah E. Veazey, Lauren A. Weaver, and Paige B. Raetz. "Using a Prerequisite Skills Assessment to Identify Optimal Modalities for Mand Training." Behavior Analysis in Practice 12, no. 1 (May 7, 2018): 22–32. http://dx.doi.org/10.1007/s40617-018-0256-6.

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20

Ringdahl, Joel E., Wendy K. Berg, David P. Wacker, Stephen Ryan, Anna Ryan, Kayla Crook, and Maggie Molony. "Further Demonstrations of Individual Preference among Mand Modalities during Functional Communication Training." Journal of Developmental and Physical Disabilities 28, no. 6 (October 12, 2016): 905–17. http://dx.doi.org/10.1007/s10882-016-9518-9.

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21

McCammon, Meka N., and Katie Wolfe. "A comparison of mand training and discrete trial training on the acquisition of vocal mands suggests that an antecedent verbal stimulus may inhibit independent manding." Evidence-Based Communication Assessment and Intervention 13, no. 3 (July 3, 2019): 151–56. http://dx.doi.org/10.1080/17489539.2019.1643065.

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22

Falcomata, Terry S., Colin S. Muething, Bryant C. Silbaugh, Summer Adami, Katherine Hoffman, Cayenne Shpall, and Joel E. Ringdahl. "Lag Schedules and Functional Communication Training: Persistence of Mands and Relapse of Problem Behavior." Behavior Modification 42, no. 3 (November 24, 2017): 314–34. http://dx.doi.org/10.1177/0145445517741475.

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We evaluated the effects of lag schedules of reinforcement and functional communication training (FCT) on mand variability and problem behavior in two children with autism spectrum disorder. Specifically, we implemented FCT with increasing lag schedules and compared its effects on problem behavior with baseline conditions. The results showed that both participants exhibited low rates of problem behavior during treatment relative to baseline during and following schedule thinning (up to a Lag 5 schedule arrangement). Variable and total mands remained high during schedule thinning. With one participant, variable manding persisted when the value of the lag schedule was reduced to zero. The current results are discussed in terms of implications for training multiple mand topographies during FCT for the potential prevention and/or mitigation of clinical relapse during challenges to treatment.

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23

Arntzen, Erik, and Inger Karin Almås. "EFFECTS OF MAND-TACT VERSUS TACT-ONLY TRAINING ON THE ACQUISITION OF TACTS." Journal of Applied Behavior Analysis 35, no. 4 (December 2002): 419–22. http://dx.doi.org/10.1901/jaba.2002.35-419.

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24

Muething, Colin S., Terry S. Falcomata, Raechal Ferguson, Samantha Swinnea, and Cayenne Shpall. "An evaluation of delay to reinforcement and mand variability during functional communication training." Journal of Applied Behavior Analysis 51, no. 2 (February 14, 2018): 263–75. http://dx.doi.org/10.1002/jaba.441.

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25

Plavnick, Joshua B., and Frances A. Vitale. "A Comparison of Vocal Mand Training Strategies for Children With Autism Spectrum Disorders." Journal of Positive Behavior Interventions 18, no. 1 (September 10, 2014): 52–62. http://dx.doi.org/10.1177/1098300714548800.

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26

Carroll, Robin J., and Bruce E. Hesse. "The effects of alternating mand and tact training on the acquisition of tacts." Analysis of Verbal Behavior 5, no. 1 (April 1987): 55–65. http://dx.doi.org/10.1007/bf03392820.

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27

Drash, Philip W., Rebecca L. High, and Roger M. Tudor. "Using Mand Training to Establish an Echoic Repertoire in Young Children with Autism." Analysis of Verbal Behavior 16, no. 1 (April 1999): 29–44. http://dx.doi.org/10.1007/bf03392945.

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28

Egan, Claire E., and Dermot Barnes-Holmes. "Establishing Mand Emergence: The Effects of Three Training Procedures and Modified Antecedent Conditions." Psychological Record 60, no. 3 (July 2010): 473–88. http://dx.doi.org/10.1007/bf03395722.

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29

Lorah, Elizabeth R. "Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism." Focus on Autism and Other Developmental Disabilities 33, no. 1 (October 13, 2016): 47–54. http://dx.doi.org/10.1177/1088357616673624.

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There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism.

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30

Min, Jong Sun, and Woori Kim. "Effects of Functional Communication Training through Mand Topography Assessment on Self-injurious Behaviors and Mands for Students with Autism Spectrum Disorder." Journal of Emotional & Behavioral Disorders 37, no. 2 (June 30, 2021): 29–46. http://dx.doi.org/10.33770/jebd.37.2.2.

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31

Ringdahl, Joel E., Terry S. Falcomata, Tory J. Christensen, Sandie M. Bass-Ringdahl, Alison Lentz, Anuradha Dutt, and Jessica Schuh-Claus. "Evaluation of a pre-treatment assessment to select mand topographies for functional communication training." Research in Developmental Disabilities 30, no. 2 (March 2009): 330–41. http://dx.doi.org/10.1016/j.ridd.2008.06.002.

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32

Jennett, Heather K., Sandra L. Harris, and Lara Delmolino. "Discrete Trial Instruction vs. Mand Training for Teaching Children With Autism to Make Requests." Analysis of Verbal Behavior 24, no. 1 (April 2008): 69–85. http://dx.doi.org/10.1007/bf03393058.

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33

Akamoglu, Yusuf, and Hedda Meadan. "Parent-Implemented Communication Strategies During Storybook Reading." Journal of Early Intervention 41, no. 4 (June 21, 2019): 300–320. http://dx.doi.org/10.1177/1053815119855007.

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Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

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34

Ingvarsson, Einar T. "PARENT-IMPLEMENTED MAND TRAINING: ACQUISITION OF FRAMED MANDING IN A YOUNG BOY WITH PARTIAL HEMISPHERECTOMY." Journal of Applied Behavior Analysis 44, no. 1 (March 2011): 205–9. http://dx.doi.org/10.1901/jaba.2011.44-205.

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35

Brodhead, Matthew T., Thomas S. Higbee, Kristina R. Gerencser, and Jessica S. Akers. "The use of a discrimination-training procedure to teach mand variability to children with autism." Journal of Applied Behavior Analysis 49, no. 1 (December 23, 2015): 34–48. http://dx.doi.org/10.1002/jaba.280.

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36

Gutierrez, Anibal, Timothy R. Vollmer, and Andrew L. Samaha. "Developing and assessing stimulus control based on establishing operations during mand training using representative objects." Behavioral Interventions 25, no. 2 (April 2010): 169–82. http://dx.doi.org/10.1002/bin.302.

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37

Sellers, Tyra P., Kristen Kelley, Thomas S. Higbee, and Katie Wolfe. "Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism." Analysis of Verbal Behavior 32, no. 1 (December 24, 2015): 15–26. http://dx.doi.org/10.1007/s40616-015-0049-8.

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38

Luccherino, L., and V. Scali. "2659 – The alternating only-tact training and mand-tact training in the acquisition of tacts in a child with mental retardation." European Psychiatry 28 (January 2013): 1. http://dx.doi.org/10.1016/s0924-9338(13)77286-9.

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39

Alexopoulos, Panagiotis, Maria Skondra, Evagellia Kontogianni, Aikaterini Vratsista, Maria Frounta, Georgia Konstantopoulou, Suzana Ioanna Aligianni, et al. "Validation of the Cognitive Telephone Screening Instruments COGTEL and COGTEL+ in Identifying Clinically Diagnosed Neurocognitive Disorder Due to Alzheimer’s Disease in a Naturalistic Clinical Setting." Journal of Alzheimer's Disease 83, no. 1 (August 31, 2021): 259–68. http://dx.doi.org/10.3233/jad-210477.

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Background: Telephone-based neurocognitive instruments embody valuable tools in identifying cognitive impairment in research settings and lately also in clinical contexts due to the pandemic crisis. The accuracy of the Cognitive Telephone Screening Instrument (COGTEL) in detecting mild- (MiND) and major (MaND) neurocognitive disorder has not been studied yet. Objective: Comparison of the utility of COGTEL and COGTEL+, which is enriched with orientation items, with the modified Mini-Mental State Examination (3MS) in detecting MiND and MaND due to Alzheimer’s disease (AD) and assessment of the impact of COGTEL face-to-face-versus telephone administration on individual performance. Methods: The study included 197 cognitively intact individuals (CI), being at least 45 years old, 95 and 65 patients with MiND and MaND due to AD, respectively. In 20 individuals COGTEL was administered both in face-to-face and telephone sessions. Statistical analyses included proportional odds logistic regression models, stratified repeated random subsampling used to recursive partitioning to training and validation set (70/30 ratio), and an appropriate F-test. Results: All studied instruments were significant predictors of diagnostic outcome, but COGTEL+ and 3MS explained more variance relative to the original COGTEL. Except for the validation regression models including COGTEL in which the average misclassification error slightly exceeded 15%, in all other cases the average misclassification errors (%) were lower than 15%. COGTEL administration modality was not related to systematic over- or underestimation of performance on COGTEL. Conclusion: COGTEL+ is a valuable instrument in detecting MiND and MaND and can be administered in face-to-face or telephone sessions.

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40

Bowen, Crystal N., M. Alice Shillingsburg, and James E. Carr. "THE EFFECTS OF THE QUESTION “WHAT DO YOU WANT?” ON MAND TRAINING OUTCOMES OF CHILDREN WITH AUTISM." Journal of Applied Behavior Analysis 45, no. 4 (December 2012): 833–38. http://dx.doi.org/10.1901/jaba.2012.45-833.

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41

Melendez, Julie L., Jonathan Tarbox, and Svada Parhimoon. "Utilizing the Performance Diagnostic Checklist – Human Services to Assess and Improve Employee Performance on Mand Training: A Replication." Journal of Organizational Behavior Management 40, no. 3-4 (August 15, 2020): 258–72. http://dx.doi.org/10.1080/01608061.2020.1801551.

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42

Ribeiro, Daniela M., Nassim C. Elias, Celso Goyos, and Caio F. Miguel. "The Effects of Listener Training on the Emergence of Tact and Mand Signs by Individuals with Intellectual Disabilities." Analysis of Verbal Behavior 26, no. 1 (April 2010): 65–72. http://dx.doi.org/10.1007/bf03393084.

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43

Carbone, Vincent J., Emily J. Sweeney-Kerwin, Vivian Attanasio, and Tamara Kasper. "INCREASING THE VOCAL RESPONSES OF CHILDREN WITH AUTISM AND DEVELOPMENTAL DISABILITIES USING MANUAL SIGN MAND TRAINING AND PROMPT DELAY." Journal of Applied Behavior Analysis 43, no. 4 (December 2010): 705–9. http://dx.doi.org/10.1901/jaba.2010.43-705.

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44

Silbaugh, Bryant C., Samantha Swinnea, and Terry S. Falcomata. "Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training." Analysis of Verbal Behavior 36, no. 1 (June 2020): 49–73. http://dx.doi.org/10.1007/s40616-020-00126-1.

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45

Adami, Summer, Terry S. Falcomata, Colin S. Muething, and Katherine Hoffman. "An Evaluation of Lag Schedules of Reinforcement During Functional Communication Training: Effects on Varied Mand Responding and Challenging Behavior." Behavior Analysis in Practice 10, no. 3 (February 11, 2017): 209–13. http://dx.doi.org/10.1007/s40617-017-0179-7.

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46

Ward, Karen D., and Smita Shukla Mehta. "The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism." Focus on Autism and Other Developmental Disabilities 34, no. 4 (March 24, 2019): 215–25. http://dx.doi.org/10.1177/1088357619838273.

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Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

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47

Jurgens, Anneke, Angelika Anderson, and Dennis W. Moore. "The Effect of Teaching PECS to a Child With Autism on Verbal Behaviour, Play, and Social Functioning." Behaviour Change 26, no. 1 (April 1, 2009): 66–81. http://dx.doi.org/10.1375/bech.26.1.66.

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AbstractThe Picture Exchange Communication System (PECS) is a widely used intervention strategy designed to teach communication skills to children with developmental delays, including autism. The Picture Exchange Communication System incorporates the teaching of mand initiations that are thought to be pivotal response behaviours, and have been demonstrated to lead to generalised improvements in other nontargeted behaviours. The aim of the present study was to assess the acquisition of PECS with a 3-year-old boy with autism using the established PECS training program, and to evaluate concomitant changes in spoken language, social–communicative behaviours, and functional play. Results indicated that the participant rapidly acquired the criterion behaviours for Phases 1 to 3 of the PECS program. Although PECS exchanges were rarely observed in the generalisation settings, clear increases were evident in verbal mands and other initiations in both home and kindergarten generalisation settings. Increases in spoken vocabulary and in the length of comprehensible spoken utterances in free-play were observed as were gains in time spent in developmentally appropriate play. Implications of these results and directions for future research are discussed.

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48

Calculator, Stephen N. "Use of Enhanced Natural Gestures to Foster Interactions Between Children With Angelman Syndrome and Their Parents." American Journal of Speech-Language Pathology 11, no. 4 (November 2002): 340–55. http://dx.doi.org/10.1044/1058-0360(2002/039).

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The acceptability and feasibility of a home-based gestural training program for nine children with Angelman syndrome (AS), deletion positive, and their parents were examined. Children with AS have been found to exhibit a variety of challenges, including severe communication disabilities for which different Augmentative and Alternative Communication (AAC) systems have been of limited use (Alvares & Downing, 1998). Parents in this study were taught to recognize and then enhance their children's use of natural gestures as enhanced natural gestures (ENGs). ENGs are intentional behaviors that are present in a child's motor repertoire or can be easily taught based on a child's extant motor skills. Unlike contact gestures, such as grabbing objects from partners or pulling partners toward preferred activities, ENGs do not require physical contact with entities or interactants and are readily understood by others in context. Parents were taught to use four primary teaching techniques: environmental sabotage, mand-model, expectant delay, and molding/shaping, and then to use these techniques over a period of 16 to 18 weeks to foster their child's use of ENGs. A questionnaire Enhanced Natural Gestures-Acceptability Rating Form (ENG-ARF), was administered to sample parents' perceptions about the acceptability and feasibility of the ENG training program. With few exceptions, parents described this method as acceptable, effective, reasonable, and easy to teach others, with minor negative consequences and side effects. Implications for subsequent research are discussed.

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49

Kouri, Theresa A. "Lexical Training Through Modeling and Elicitation Procedures With Late Talkers Who Have Specific Language Impairment and Developmental Delays." Journal of Speech, Language, and Hearing Research 48, no. 1 (February 2005): 157–71. http://dx.doi.org/10.1044/1092-4388(2005/012).

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Late talkers with specific language impairment and developmental delay make up a large portion of our early childhood caseloads; therefore, an understanding of best clinical practices for these populations is essential. Early lexical learning was examined in 2 interactive treatment approaches with 29 late-talking preschoolers with language and developmental disabilities. Children were randomly assigned to either a mand-elicited imitation (MEI) condition in which elicitations and imitative prompts were used or to a modeling with auditory bombardment (Mod-AB) condition in which auditory bombardment and play modeling were incorporated with no response demands on participants. Lexical production of target vocabulary words already comprehended was measured during a 10-session training period and then during two 50-min play interactions with a parent/caretaker in the home after treatment was completed. Results indicated that the MEI procedure was relatively more effective in facilitating frequency and rate of target word learning in the treatment setting, but no significant differences were found between conditions in the number or percentage of target words generalized to the home setting. Mod-AB children produced more target words that were limited to the home setting than did MEI children, whose productivity was more balanced across settings. Treatment by aptitude regression analyses indicated that none of the preintervention language, cognitive, or total development aptitude scores were predictive of child performance in 1 treatment condition or the other, although Battelle Developmental Inventory communication scores and sizes of preintervention lexicons were predictive of child performance across conditions. Empirical and clinical issues pertaining to the efficacy of modeling- and elicitation-based procedures for late-talking preschoolers are discussed.

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50

PROKOFIEV, Stanislav E., Evgeniy D. BOGATYREV, Alexander M. BELYAEV, Sergey G. EREMIN, and Natalia A. BARMENKOVA. "Professional Development of Civil Servants of Russia: Legal and Organizational Aspects." Journal of Advanced Research in Law and Economics 9, no. 1 (September 25, 2018): 234. http://dx.doi.org/10.14505//jarle.v9.1(31).28.

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Abstract:

The goal of this article is the study of legal and organizational aspects for professional development of civil servants of Russia and searching for possible ways of improving the existing mechanism of planning, organization and implementation of professional development of civil servants. Methodological basis of the study of the problem of steel General scientific methods such as induction, deduction, analysis, synthesis, grouping, etc. Conducted interdisciplinary analysis of literature and sources on the subject of professional is mand professional development, particularly in relation to public servants. Identified relevant legal issues hindering the process of professional development of civil servants in the context of further education. The proposed solution according to the decision of legal issues, professional development of civil servants. Particular emphasizes placed on finding ways of improving the existing mechanism of planning, organization and implementation of professional development of civil servants at the local level. A proposal about the organization of educational space with in the institutions of various levels of subordination. The leading trend in the development of the principle of professional development of state personnel policies is the requirement for continuous enhancement of the professionalism of the work force through continuous professional development of civil servants, the development of competencies is replaced by installing the development of professional competences and improvement of professional competence. Despite the high level of scientific elaboration of the Institute of professional development of civil servants, as well as the recommendations of the legislator in this direction, the development of modern professionalism of the civil servant becomes the task of the civil servant and the institution where he serves. The study showed that at the present stage, a considerable part of the problema rises in the system of additional professional education of state civil servants, which are by law mandatory. Basically, it is the problems of organizational and legal nature, and their solution requires not just changes at the state and municipal levels, and the drastic reorganization of the existing system of training of civil servants. The beginning of the process can be laid at the local level. In addition to the ʼglobalʼ recommendations for improving the system of professional development of civil servants, a proposal to organize their own educational space with in the institutions of various levels of subordination. The training center will allow not only to optimize the entire mechanism of civil servants' training process and management, but also increase their motivational level for self-development, and the main activities that can increase the efficiency and effectiveness of operations in general

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