Abstract
A third grader who had never spoken to her teachers in school, but who was verbally fluent at home, was successfully treated via stimulus fading and positive reinforcement procedures. Both 15-month and 5-year follow-ups indicated that the girl had become one of the most talkative and fluent students in her classroom. The major therapeutic technique was a stimulus fading procedure administered by the girl's classroom teacher and applied simultaneously across several stimulus and response dimensions.
Original language | English |
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Pages (from-to) | 57-60 |
Number of pages | 4 |
Journal | Journal of Behavior Therapy and Experimental Psychiatry |
Volume | 9 |
Issue number | 1 |
DOIs | |
State | Published - Mar 1978 |