Papers by Sebastian Striefel
Research in Developmental Disabilities, 1991
service providers, and future research efforts are discussed.
Early Child Development and Care, 1985
This article describes a system of in‐service training and support delivered to mainstream day ca... more This article describes a system of in‐service training and support delivered to mainstream day care personnel by the staff of the Social Integration Project. The Project's purpose was to integrate handicapped preschool‐aged children into day care programs. The decision to develop an in‐service support system was based on literature described in the article indicating that mainstreaming efforts may not be
The Journal of Neuropsychiatry and Clinical Neurosciences, 1999
Journal of Abnormal Child Psychology, 1988
This study investigated whether in time-delay discrimination training, the performance of impulsi... more This study investigated whether in time-delay discrimination training, the performance of impulsive children can be improved by requiring self-monitoring of the correctness of nonwait responses, and to what extent these improvements are a function of the dimensions of the prompts. Four experiments, in each of which multiple prompts were used, one for each stimulus (S +, S-), were done. Comparisons between time delay of distinctive-and nondistinctive-feature prompts, with and without self-monitoring, were made across and within subjects. Time delay of distinctive-feature prompts without self-monitoring did not produce learning. The added requirement of selfmonitoring nonwait responses led to a dramatic improvement in performance, but only when distinctive-feature cues were used for prompting and selfmonitoring.
Analysis and Intervention in Developmental Disabilities, 1985
Analysis and Intervention in Developmental Disabilities, 1986
Analysis and Intervention in Developmental Disabilities, 1984
The present study evaluated an errorless procedure for teaching EMR students to solve missing min... more The present study evaluated an errorless procedure for teaching EMR students to solve missing minuend problems (i.e., missing number problems starting with a minus sign). The stud>' consisted of two experiments, with two phases of training in each. The first phase was directed at establishing a nonnumerical, differentiated response to a prompt, the shape of which was gradually transformed to make the discriminative Requests for reprints should be addressed to Paul M. Smeets,
Issues in Clinical Child Psychology, 1998
... Foster care for the children while the mother was in jail was avoided as a result of collabor... more ... Foster care for the children while the mother was in jail was avoided as a result of collaboration with DPS staff. ... Page 302. 282 SEBASTIAN STRIEFEL et al. volunteers in the CFP preschool and shows very positive and appropriate interac-tions with the children and teachers. ...
N H S A Research Quarterly, 1997
The Journal of Psychology, 1973
Present research attempted to demonstrate the effect of response delay and the presence or absenc... more Present research attempted to demonstrate the effect of response delay and the presence or absence of the experimenter on the performance of nonreinforced imitative behaviors in retarded children. A multiple baseline design, counterbalanced for conditions, was used. The results indicated that the degree of control exercised by the experimenter's presence or absence was partially determined by the response delay. Other variables that may have affected the imitative performance were (a) other nonimitative behaivors displayed by the subject(s); (b) additional stimuli generated by the experimenter; and (c) the subject's pre-experimental history with the experimenter.
Journal of Abnormal Child Psychology, 1988
This study investigated whether in time-delay discrimination training, the performance of impulsi... more This study investigated whether in time-delay discrimination training, the performance of impulsive children can be improved by requiring self-monitoring of the correctness of nonwait responses, and to what extent these improvements are a function of the dimensions of the prompts. Four experiments, in each of which multiple prompts were used, one for each stimulus (S +, S-), were done. Comparisons between time delay of distinctive-and nondistinctive-feature prompts, with and without self-monitoring, were made across and within subjects. Time delay of distinctive-feature prompts without self-monitoring did not produce learning. The added requirement of selfmonitoring nonwait responses led to a dramatic improvement in performance, but only when distinctive-feature cues were used for prompting and selfmonitoring.
Early Childhood Research Quarterly, 1986
The effect of preschool environmental factors, or "setting events," on peer interaction has recei... more The effect of preschool environmental factors, or "setting events," on peer interaction has received little attention from investigators studying factors related to social competence. In this study, peer interactions and aspects of three setting events (teacher behavior, material use, and peer presence) were observed in four preschool activity contexts. Data on the frequency of occurrence of interaction and occurrence of specific setting event measures within activity contexts were obtained, and empirical probabilities were determined. Results indicate that the behavior of the preschool teacher is a potent setting event with regard to peer interaction. Teacher interaction with a child, in any activity context, retarded peer interaction by that child. The setting events of material use and peer presence had little effect on peer interaction. Results are discussed in terms of how teachers can alter their behavior to promote peer interaction.
Early Child Development and Care, 1985
This article describes a system of in‐service training and support delivered to mainstream day ca... more This article describes a system of in‐service training and support delivered to mainstream day care personnel by the staff of the Social Integration Project. The Project's purpose was to integrate handicapped preschool‐aged children into day care programs. The decision to develop an in‐service support system was based on literature described in the article indicating that mainstreaming efforts may not be
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Papers by Sebastian Striefel