Pub Date : 2018-01-02DOI: 10.1080/15021149.2018.1438338
A. McTiernan, Jennifer Holloway, Caroline Leonard, O. Healy
ABSTRACT The study investigated the effects of precision teaching (PT), frequency-building and the Morningside Mathematics Fluency: Math Facts curriculum to increase mathematics fluency with addition and subtraction computation with 14 typically developing children in fourth grade. Twenty-eight participants were randomly assigned to experimental and treatment as usual (TAU) conditions. Analyses were conducted to evaluate the impact of the intervention on mathematics fluency and additional critical fluency outcomes at post-testing, as compared to the TAU group. Results demonstrated the effectiveness of PT, frequency-building, and the Morningside Mathematics Fluency: Math Facts curriculum. Findings are discussed in relation to implications for mathematics instruction in educational settings and future research directions.
{"title":"Employing precision teaching, frequency-building, and the Morningside Math facts curriculum to increase fluency with addition and subtraction computation: A randomised-controlled trial","authors":"A. McTiernan, Jennifer Holloway, Caroline Leonard, O. Healy","doi":"10.1080/15021149.2018.1438338","DOIUrl":"https://doi.org/10.1080/15021149.2018.1438338","url":null,"abstract":"ABSTRACT The study investigated the effects of precision teaching (PT), frequency-building and the Morningside Mathematics Fluency: Math Facts curriculum to increase mathematics fluency with addition and subtraction computation with 14 typically developing children in fourth grade. Twenty-eight participants were randomly assigned to experimental and treatment as usual (TAU) conditions. Analyses were conducted to evaluate the impact of the intervention on mathematics fluency and additional critical fluency outcomes at post-testing, as compared to the TAU group. Results demonstrated the effectiveness of PT, frequency-building, and the Morningside Mathematics Fluency: Math Facts curriculum. Findings are discussed in relation to implications for mathematics instruction in educational settings and future research directions.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"65 1","pages":"104 - 90"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88976955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/15021149.2017.1399657
Yini Liao, K. Dillenburger, I. Buchanan
ABSTRACT The present study compared cultural differences in the UK and China in relation to Applied Behaviour Analysis (ABA)-based interventions for children with autism. In the UK, seven participants were interviewed (five professionals and two parents of children with autism). In China, eight participants took part in interviews (five professionals and three parents). Marked cultural and policy differences were found in the delivery of ABA-based early interventions for children with autism in the UK and China, e.g., home vs. school programmes.
{"title":"Does culture matter in ABA-based autism interventions? Parent and professional experiences in the UK and China","authors":"Yini Liao, K. Dillenburger, I. Buchanan","doi":"10.1080/15021149.2017.1399657","DOIUrl":"https://doi.org/10.1080/15021149.2017.1399657","url":null,"abstract":"ABSTRACT The present study compared cultural differences in the UK and China in relation to Applied Behaviour Analysis (ABA)-based interventions for children with autism. In the UK, seven participants were interviewed (five professionals and two parents of children with autism). In China, eight participants took part in interviews (five professionals and three parents). Marked cultural and policy differences were found in the delivery of ABA-based early interventions for children with autism in the UK and China, e.g., home vs. school programmes.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"26 1","pages":"11 - 29"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76086730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/15021149.2017.1412633
M. Pelaez, Katerina D. Monlux
ABSTRACT This article describes operant conditioning methodologies that have been essential to furthering our understanding of infant learning processes. We discuss diverse procedures and assessments that have yielded useful information about prenatal, postnatal, neonatal, and infant learning, as well as preferences for various auditory, visual, kinesthetic, and tactile stimulation. In addition, the applicability of contingency-based operant procedures such as high-amplitude nonnutritive sucking, synchronized face-to-face reinforcement, conjugate reinforcement and discrimination training procedures for studying infant perception, memory, vocal conditioning, social referencing, attachment, and fears is presented. Also, methodologies such as yoked-control procedures that distinguish between the reinforcement contingencies effects and the eliciting effects of social stimuli like Motherese speech and adult vocal imitation are described as ways to further refine functional analyses of infant learning. Overall, we provide a framework toward establishing operant conditioning methodologies as essential research tools for understanding infant learning phenomena.
{"title":"Operant conditioning methodologies to investigate infant learning","authors":"M. Pelaez, Katerina D. Monlux","doi":"10.1080/15021149.2017.1412633","DOIUrl":"https://doi.org/10.1080/15021149.2017.1412633","url":null,"abstract":"ABSTRACT This article describes operant conditioning methodologies that have been essential to furthering our understanding of infant learning processes. We discuss diverse procedures and assessments that have yielded useful information about prenatal, postnatal, neonatal, and infant learning, as well as preferences for various auditory, visual, kinesthetic, and tactile stimulation. In addition, the applicability of contingency-based operant procedures such as high-amplitude nonnutritive sucking, synchronized face-to-face reinforcement, conjugate reinforcement and discrimination training procedures for studying infant perception, memory, vocal conditioning, social referencing, attachment, and fears is presented. Also, methodologies such as yoked-control procedures that distinguish between the reinforcement contingencies effects and the eliciting effects of social stimuli like Motherese speech and adult vocal imitation are described as ways to further refine functional analyses of infant learning. Overall, we provide a framework toward establishing operant conditioning methodologies as essential research tools for understanding infant learning phenomena.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"10 1","pages":"212 - 241"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86976839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/15021149.2017.1404395
Nirvana Pistoljevic, Eldin Dzanko
ABSTRACT We studied the effects of a modified speaker immersion procedure (SIP) on the spontaneous speech emitted across three non-instructional settings (NIS) by three kindergarteners diagnosed with autism spectrum disorder. Participants were 5-year-old who emitted very low levels of vocal verbal operants. Two dependent variables in this study were the numbers of vocal verbal operants emitted across three NIS and the number of target mands emitted as responses to the contrived establishing operations (EOs). SIP is an instructional tactic during which we used multiple contrived EOs and echoic-to-mand training in order to increase mand repertoires for the three participants. Results showed an increase in spontaneous speech emitted by all three participants during the NIS probes, and the increase in target mands in the presence of contrived EOs. The SIP used in the study was fast, easily implemented, and effective in expanding participant’s vocal verbal repertoires.
{"title":"Effects of a modified speaker immersion procedure on the increase of spontaneous speech in children diagnosed with autism spectrum disorder","authors":"Nirvana Pistoljevic, Eldin Dzanko","doi":"10.1080/15021149.2017.1404395","DOIUrl":"https://doi.org/10.1080/15021149.2017.1404395","url":null,"abstract":"ABSTRACT We studied the effects of a modified speaker immersion procedure (SIP) on the spontaneous speech emitted across three non-instructional settings (NIS) by three kindergarteners diagnosed with autism spectrum disorder. Participants were 5-year-old who emitted very low levels of vocal verbal operants. Two dependent variables in this study were the numbers of vocal verbal operants emitted across three NIS and the number of target mands emitted as responses to the contrived establishing operations (EOs). SIP is an instructional tactic during which we used multiple contrived EOs and echoic-to-mand training in order to increase mand repertoires for the three participants. Results showed an increase in spontaneous speech emitted by all three participants during the NIS probes, and the increase in target mands in the presence of contrived EOs. The SIP used in the study was fast, easily implemented, and effective in expanding participant’s vocal verbal repertoires.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"1 1","pages":"307 - 321"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72653759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/15021149.2017.1390203
S. J. Weiss
ABSTRACT Mowrer identified two processes by which discriminative stimuli influence operant behavior. The discriminative-response process involves control of responding by antecedent stimuli. The incentive-motivational process is created by implicit Pavlovian pairing of these SDs with the reinforcer produced by the responding. Most studies in this area involve Pavlovian-instrumental transfer, which measures incentive-motivational effects of stimuli by presenting them on an ongoing of an SDs. Therefore, the discriminative-response process has been neglected. To remedy this, experiments directly manipulated the discriminative-response properties of tone and light SDs while their incentive-motive properties were held comparable. Over groups, the SDs produced an increase, no change, or a decrease in responding. When tone and light were then presented together for the first time in a stimulus-compounding test, response rates were determined by the discriminative-response process. This discriminative-response function is similar to an instrumentally-derived incentive-motivational function, also obtained solely with operant-schedule training. This shows that both processes influence resultant behavior comparably.
{"title":"The discriminative-response function","authors":"S. J. Weiss","doi":"10.1080/15021149.2017.1390203","DOIUrl":"https://doi.org/10.1080/15021149.2017.1390203","url":null,"abstract":"ABSTRACT Mowrer identified two processes by which discriminative stimuli influence operant behavior. The discriminative-response process involves control of responding by antecedent stimuli. The incentive-motivational process is created by implicit Pavlovian pairing of these SDs with the reinforcer produced by the responding. Most studies in this area involve Pavlovian-instrumental transfer, which measures incentive-motivational effects of stimuli by presenting them on an ongoing of an SDs. Therefore, the discriminative-response process has been neglected. To remedy this, experiments directly manipulated the discriminative-response properties of tone and light SDs while their incentive-motive properties were held comparable. Over groups, the SDs produced an increase, no change, or a decrease in responding. When tone and light were then presented together for the first time in a stimulus-compounding test, response rates were determined by the discriminative-response process. This discriminative-response function is similar to an instrumentally-derived incentive-motivational function, also obtained solely with operant-schedule training. This shows that both processes influence resultant behavior comparably.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"68 1","pages":"195 - 211"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89273994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/15021149.2017.1388608
Athanasios Hassoulas, L. McHugh, Hannah Morris, Emily Rose Dickenson, P. Reed
ABSTRACT Two experiments were designed to investigate differences in rule-governed responding between participants who scored either higher or lower on obsessive-compulsive trait measures. In Experiment 1, participants were required to move a marker through a matrix, whereby schedule-sensitive behavior was reinforced on a fixed-ratio 18 or differential-reinforcement-of-low-rate 6 s schedule, which alternated every 2 min. Both groups were further divided into separate instructional conditions, receiving minimal, partial, or accurate instructions. Results revealed that accurate instructions facilitated greater schedule-sensitivity in the high scoring group. Experiment 2 employed random-ratio (RR) and random-interval (RI) schedules of reinforcement to measure schedule-sensitive responding with only minimal instructions provided to all participants. The results showed that the high scoring group maintained a rigid form of responding throughout the task, suggestive of a form of self-generated rule-following. The low scoring groups in both experiments did not appear to require accurate instructions to make contact with the schedule contingencies. The findings provide insight into the maintenance of obsessive-compulsive behavior (OCB).
{"title":"Rule-following and instructional control in obsessive-compulsive behavior","authors":"Athanasios Hassoulas, L. McHugh, Hannah Morris, Emily Rose Dickenson, P. Reed","doi":"10.1080/15021149.2017.1388608","DOIUrl":"https://doi.org/10.1080/15021149.2017.1388608","url":null,"abstract":"ABSTRACT Two experiments were designed to investigate differences in rule-governed responding between participants who scored either higher or lower on obsessive-compulsive trait measures. In Experiment 1, participants were required to move a marker through a matrix, whereby schedule-sensitive behavior was reinforced on a fixed-ratio 18 or differential-reinforcement-of-low-rate 6 s schedule, which alternated every 2 min. Both groups were further divided into separate instructional conditions, receiving minimal, partial, or accurate instructions. Results revealed that accurate instructions facilitated greater schedule-sensitivity in the high scoring group. Experiment 2 employed random-ratio (RR) and random-interval (RI) schedules of reinforcement to measure schedule-sensitive responding with only minimal instructions provided to all participants. The results showed that the high scoring group maintained a rigid form of responding throughout the task, suggestive of a form of self-generated rule-following. The low scoring groups in both experiments did not appear to require accurate instructions to make contact with the schedule contingencies. The findings provide insight into the maintenance of obsessive-compulsive behavior (OCB).","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"28 1","pages":"276 - 290"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77047549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-03DOI: 10.1080/15021149.2017.1404396
Joshua Jessel, Einar T. Ingvarsson
ABSTRACT Research on error correction procedures often includes the manipulation of prompting strategies or reinforcement schedules during discrete-trial instruction (DTI). We extended this research by incorporating rich-to-lean reinforcement transitions following incorrect responses with four boys diagnosed with autism spectrum disorder. With the rich-to-lean error correction procedure, less-preferred reinforcers were delivered for the next two to three correct responses following an error. This condition was compared to non-differential reinforcement, in which more-preferred items were delivered for both correct responses or attempts, and a traditional differential reinforcement procedure, in which more-preferred items were delivered for correct responding and no items were delivered following attempts. The rich-to-lean condition resulted in the acquisition of the targeted skills with two of the four participants. The traditional differential reinforcement procedure was effective with three participants (and most efficient for two of those), and the non-differential procedure was effective (and most efficient) for one participant. We suggest that rich-to-lean transitions might function to correct errors in the context of DTI.
{"title":"Using rich-to-lean transitions following errors during discrete-trial instruction","authors":"Joshua Jessel, Einar T. Ingvarsson","doi":"10.1080/15021149.2017.1404396","DOIUrl":"https://doi.org/10.1080/15021149.2017.1404396","url":null,"abstract":"ABSTRACT Research on error correction procedures often includes the manipulation of prompting strategies or reinforcement schedules during discrete-trial instruction (DTI). We extended this research by incorporating rich-to-lean reinforcement transitions following incorrect responses with four boys diagnosed with autism spectrum disorder. With the rich-to-lean error correction procedure, less-preferred reinforcers were delivered for the next two to three correct responses following an error. This condition was compared to non-differential reinforcement, in which more-preferred items were delivered for both correct responses or attempts, and a traditional differential reinforcement procedure, in which more-preferred items were delivered for correct responding and no items were delivered following attempts. The rich-to-lean condition resulted in the acquisition of the targeted skills with two of the four participants. The traditional differential reinforcement procedure was effective with three participants (and most efficient for two of those), and the non-differential procedure was effective (and most efficient) for one participant. We suggest that rich-to-lean transitions might function to correct errors in the context of DTI.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"30 1","pages":"291 - 306"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87501528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-10DOI: 10.1080/15021149.2017.1310597
Reut Peleg, Neil T. Martin, P. Holth
ABSTRACT This experiment examined resistance to change of the different response positions of three-response sequences (left/middle/right button presses) exhibited by a group of children when contingencies were shifted from continuous reinforcement to a lag or yoked reinforcement schedule. A backward progression of extinction for the three-response sequences was observed for all subjects under the lag schedule, suggesting that the role of extinction should be reconsidered as an explanation for increased variability observed under lag schedules. We suggest that variability may be, at least partly, explained by the documented effects of responses undergoing extinction rather than characterize variability as an operant dimension that can be reinforced per se.
{"title":"Variability and resistance to change of different response positions in response sequences emitted under continuous and lag reinforcement schedules","authors":"Reut Peleg, Neil T. Martin, P. Holth","doi":"10.1080/15021149.2017.1310597","DOIUrl":"https://doi.org/10.1080/15021149.2017.1310597","url":null,"abstract":"ABSTRACT This experiment examined resistance to change of the different response positions of three-response sequences (left/middle/right button presses) exhibited by a group of children when contingencies were shifted from continuous reinforcement to a lag or yoked reinforcement schedule. A backward progression of extinction for the three-response sequences was observed for all subjects under the lag schedule, suggesting that the role of extinction should be reconsidered as an explanation for increased variability observed under lag schedules. We suggest that variability may be, at least partly, explained by the documented effects of responses undergoing extinction rather than characterize variability as an operant dimension that can be reinforced per se.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"60 1","pages":"264 - 275"},"PeriodicalIF":0.0,"publicationDate":"2017-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79836885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-10DOI: 10.1080/15021149.2017.1304875
T. Layng
ABSTRACT Whereas emotional behavior can easily be included in a behavior analytic account, emotion as private experience has proven much more difficult. I will argue that simply considering the private experience of emotion as covert behavior, stimuli (to be gained or avoided), or motivating operations is not satisfactory. The fact of private experience presents definitional problems not encountered when considering public behavior. The problem of privacy as elucidated by Skinner (1953, 1963, 1974) and Wittgenstein (1953) is discussed and a possible solution provided. This solution is based upon an approach first described by Israel Goldiamond (1979a) which treats private emotions as indicators or descriptors – non-spoken tacts – of consequential contingencies. The experience of emotion is considered as occurring with, and determined by, the contingency. In this account, emotions neither cause behavior nor are caused by behavior; they are instead part of consequential contingencies. The differences among emotions reflect the differences in contingencies described. Once “made public”, however, emotion may become linked to “emotional behavior”, which is then maintained by its consequences. The approach appears consistent across species and suggests a common evolutionary origin as first suggested by Darwin (1872).
{"title":"Private emotions as contingency descriptors: emotions, emotional behavior, and their evolution","authors":"T. Layng","doi":"10.1080/15021149.2017.1304875","DOIUrl":"https://doi.org/10.1080/15021149.2017.1304875","url":null,"abstract":"ABSTRACT Whereas emotional behavior can easily be included in a behavior analytic account, emotion as private experience has proven much more difficult. I will argue that simply considering the private experience of emotion as covert behavior, stimuli (to be gained or avoided), or motivating operations is not satisfactory. The fact of private experience presents definitional problems not encountered when considering public behavior. The problem of privacy as elucidated by Skinner (1953, 1963, 1974) and Wittgenstein (1953) is discussed and a possible solution provided. This solution is based upon an approach first described by Israel Goldiamond (1979a) which treats private emotions as indicators or descriptors – non-spoken tacts – of consequential contingencies. The experience of emotion is considered as occurring with, and determined by, the contingency. In this account, emotions neither cause behavior nor are caused by behavior; they are instead part of consequential contingencies. The differences among emotions reflect the differences in contingencies described. Once “made public”, however, emotion may become linked to “emotional behavior”, which is then maintained by its consequences. The approach appears consistent across species and suggests a common evolutionary origin as first suggested by Darwin (1872).","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"38 1","pages":"168 - 179"},"PeriodicalIF":0.0,"publicationDate":"2017-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90203979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-05DOI: 10.1080/15021149.2017.1309624
Paula Braga-Kenyon, P. Guilhardi, K. Lionello-DeNolf, W. V. Dube
ABSTRACT Errorless learning procedures were first developed in Basic Research Laboratories with nonhuman subjects to teach simple (i.e., nonconditional) discriminations (SD). Today, errorless procedures are widely used for teaching both simple and conditional discriminations (CD), often to developmentally limited learners. The present article puts forward the idea that the stimulus control engendered by prompts in errorless learning procedures may also be classified as requiring simple versus conditional discriminative control. The present paper presents data comparing two errorless prompting procedures to teach visual CDs to six typically developing children and three children diagnosed with autism spectrum disorder (ASD). A matching-to-sample procedure with unfamiliar forms as visual stimuli was used. A comparison of two different prompts was conducted: prompts requiring SD control and prompts requiring conditional discriminative control. Results indicated that eight of nine participants acquired CDs in fewer trials when the prompts required conditional control; one child with ASD required fewer trials when prompts required simple discriminative control. Results suggest an advantage for teaching CDs using prompts requiring conditional discriminative control.
{"title":"Teaching visual conditional discriminations using errorless learning: The role of prompts requiring simple and conditional discriminative control","authors":"Paula Braga-Kenyon, P. Guilhardi, K. Lionello-DeNolf, W. V. Dube","doi":"10.1080/15021149.2017.1309624","DOIUrl":"https://doi.org/10.1080/15021149.2017.1309624","url":null,"abstract":"ABSTRACT Errorless learning procedures were first developed in Basic Research Laboratories with nonhuman subjects to teach simple (i.e., nonconditional) discriminations (SD). Today, errorless procedures are widely used for teaching both simple and conditional discriminations (CD), often to developmentally limited learners. The present article puts forward the idea that the stimulus control engendered by prompts in errorless learning procedures may also be classified as requiring simple versus conditional discriminative control. The present paper presents data comparing two errorless prompting procedures to teach visual CDs to six typically developing children and three children diagnosed with autism spectrum disorder (ASD). A matching-to-sample procedure with unfamiliar forms as visual stimuli was used. A comparison of two different prompts was conducted: prompts requiring SD control and prompts requiring conditional discriminative control. Results indicated that eight of nine participants acquired CDs in fewer trials when the prompts required conditional control; one child with ASD required fewer trials when prompts required simple discriminative control. Results suggest an advantage for teaching CDs using prompts requiring conditional discriminative control.","PeriodicalId":37052,"journal":{"name":"European Journal of Behavior Analysis","volume":"26 1","pages":"180 - 194"},"PeriodicalIF":0.0,"publicationDate":"2017-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83092519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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