共查询到20条相似文献，搜索用时 15 毫秒
1.
2.
Lauren Plaisance Dorothea C. Lerman Courtney Laudont Wai‐Ling Wu 《Journal of applied behavior analysis》2016,49(2):251-264
Research has identified a variety of effective approaches for responding to errors during discrete‐trial training. In one commonly used method, the therapist delivers a prompt contingent on the occurrence of an incorrect response and then re‐presents the trial so that the learner has an opportunity to perform the correct response independently. Some authors recommend inserting trials with previously mastered targets between the prompted response and opportunities to respond independently, but no studies have directly examined the benefits of this approach. In this study, we manipulated the placement of trials with mastered targets during discrete‐trial training to compare the effectiveness of error correction with and without this recommended insertion procedure. Four children with autism participated, and each was taught 18 targets across 3 target sets. Results indicated that embedding trials with mastered targets into error correction may not confer benefits for most children and that doing so may lead to less efficient instruction. 相似文献
3.
4.
This paper reviews recent studies on task interspersal (TI) for increasing skill acquisition in children who have been diagnosed with autism spectrum disorders and other neurodevelopmental disorders. We highlight some limitations of these studies and provide specific recommendations for future research on TI procedures. 相似文献
5.
Regina A. Carroll Jennifer Owsiany Jessica M. Cheatham 《Journal of applied behavior analysis》2018,51(3):482-501
Previous research comparing the effectiveness of error‐correction procedures has involved lengthy assessments that may not be practical in applied settings. We used an abbreviated assessment to compare the effectiveness of five error‐correction procedures for four children with autism spectrum disorder or a developmental delay. During the abbreviated assessment, we sampled participants' responding with each procedure and completed the assessment before participants reached our mastery criterion. Then, we used the results of the abbreviated assessment to predict the most efficient procedure for each participant. Next, we conducted validation assessments, comparing the number of sessions, trials, and time required for participants to master targets with each procedure. Results showed correspondence between the abbreviated assessment and validation assessments for two of four participants and partial correspondence for the other two participants. Findings suggest that a brief assessment may be a useful tool for identifying the most efficient error‐correction procedure for individual learners. 相似文献
6.
The recommendation to reserve the most potent reinforcers for unprompted responses during acquisition programming has little published empirical support for its purported benefits (e.g., rapid acquisition, decreased errors, and decreased prompt dependence). The purpose of the current investigation was to compare the delivery of high‐quality reinforcers exclusively following unprompted responses (differential reinforcement) with the delivery of high‐quality reinforcers following both prompted and unprompted responses (nondifferential reinforcement) on the skill acquisition of 2 children with autism. Results indicated that both were effective teaching procedures, although the differential reinforcement procedure was more reliable in producing skill acquisition. These preliminary findings suggest that the differential reinforcement of unprompted responses may be the most appropriate default approach to teaching children with autism. 相似文献
7.
8.
Three children with autism were taught to identify pictures of objects. Their speed of acquisition of receptive speech skills was compared across two conditions. In the cue-value condition, a compound audiovisual stimulus was presented after correct responses and again when a primary reinforcer was delivered after a 5-s delay; in the response-marking condition, a second stimulus was presented after both correct and incorrect responses, but not prior to the primary reinforcer. In both conditions primary reinforcement was delayed for 5 s. Although the children learned receptive speech skills in both conditions, acquisition was faster in the cue-value condition. 相似文献
9.
10.
A behavioral skills training package was used to train 3 teachers to correctly implement discrete-trial teaching. The mean baseline proportion of possible correct teaching responses for Teachers 1, 2, and 3 increased from 43%, 49%, and 43%, respectively, during baseline to 97%, 98%, and 99%, respectively, following training. These data indicate that the training package consisting of instructions, feedback, rehearsal, and modeling produced rapid and large improvements in the teachers' implementation of discrete-trial teaching. 相似文献
11.
Dorothea C. Lerman Lynn Hawkins Mia Caccavale 《Journal of applied behavior analysis》2013,46(2):465-478
12.
Regina A. Carroll Tiffany Kodak Kari J. Adolf 《Journal of applied behavior analysis》2016,49(1):176-181
13.
Regina A. Carroll Tiffany Kodak Wayne W. Fisher 《Journal of applied behavior analysis》2013,46(2):379-394
14.
Well‐trained staff are a prerequisite for successful implementation of treatment plans when working in human service contexts. The high rate of turnover makes the use of efficient and effective staff training all the more important. Previous research has used behavioral skills training to train teachers in correct implementation of discrete trial training of children with autism. They showed that a brief 10‐min procedure could effectively train staff and result in improved performance. The current study elaborated on previous work by using participants without prior exposure to the method, including treatment integrity data and testing for maintenance 1 month after training ended. The mean percentage of correct teaching responses for the three participants increased from 70%, 58%, and 66% during baseline to 97%, 96%, and 99%, respectively, following training. Results indicated that the training package was effective and the results were maintained 30 days later. 相似文献
15.
Discrete-trial teaching is an instructional method commonly used to teach social and academic skills to children with an autism spectrum disorder. The purpose of the current study was to evaluate the indirect effects of discrete-trial teaching on 3 students' stereotypy. Instructions, feedback, modeling, and rehearsal were used to improve 3 teaching aides' implementation of discrete-trial teaching in a private school for children with autism. Improvements in accurate teaching were accompanied by systematic decreases in students' levels of stereotypy. 相似文献
16.
Tom Cariveau Tiffany Kodak Vincent Campbell 《Journal of applied behavior analysis》2016,49(4):809-825
We replicated and extended the study by Koegel, Dunlap, and Dyer (1980) by examining the effects of 3 intertrial‐interval (ITI) durations on skill acquisition in 2 children with autism spectrum disorders. Specifically, we compared the effect of short (2 s), progressive (2 s to 20 s), and long (20 s) ITIs on participants’ mastery of tacts or intraverbals presented in massed‐trial and varied‐trial instructional formats. We also measured (a) stereotypic and problem behavior during the ITI, (b) maintenance of skills, and (c) responding to novel adults and settings. Results showed that short ITIs in a varied‐trial format produced the most efficient acquisition of skills; however, most ITI durations produced more efficient skill acquisition in a varied format compared to a massed format. The trial format and ITI duration associated with the lowest levels of stereotypic and problem behavior during the ITI and responding during maintenance and novel adult and setting probes differed across participants. 相似文献
17.
Alexandra M. Campanaro Jason C. Vladescu Tiffany Kodak Ruth M. DeBar Kasey C. Nippes 《Journal of applied behavior analysis》2020,53(2):690-706
The purpose of the current study was to evaluate the effect of implementing differential reinforcement at different times relative to the onset of teaching new skills to learners with autism spectrum disorder. Specifically, we first determined the most efficient differential reinforcement arrangement for each participant. Using the most efficient arrangement, we evaluated if differential reinforcement from the immediate onset, early onset, or late onset is the most efficient for learners to acquire a new skill. Three children diagnosed with autism spectrum disorder who have a history of receiving intervention based on the principles of applied behavior analysis participated in this study. The immediate onset of differential reinforcement resulted in the most efficient instruction in 6 of 7 comparisons. The results are discussed in light of previous studies and suggestions for future research are provided. 相似文献
18.
Sarah M. Richling W. Larry Williams James E. Carr 《Journal of applied behavior analysis》2019,52(3):701-717
The acquisition of skills by individuals with developmental disabilities typically includes the attainment of a certain mastery criterion. We conducted a survey of practitioners who indicated the most commonly used mastery criterion as 80% accuracy across three consecutive sessions. Based on these results, we conducted a series of three experiments to evaluate the relation between mastery criterion and subsequent skill maintenance with 4 individuals with various developmental disabilities. Results suggest that 80% accuracy across three consecutive sessions may be insufficient for producing maintenance in some cases. 相似文献
19.
Julia L. Ferguson Christine M. Milne Joseph H. Cihon Anna Dotson Justin B. Leaf John McEachin Ronald Leaf 《Behavioral Interventions》2020,35(1):178-191
There are many data collection procedures used during discrete trial teaching including first‐trial data collection, probe data, trial‐by‐trial data collection, and estimation data. Continuous, or trial‐by‐trial data collection, consists of the interventionist collecting data on learner behavior on each trial. Estimation data consists of the interventionist estimating learner performance after a teaching session using a rating scale. The purpose of the present study was to compare trial‐by‐trial data collection to estimation data collection during discrete trial teaching to teach children expressive labels. The data collection procedures were examined in terms of accuracy of data collection, efficiency of teaching (i.e., number of trials delivered per session), and rate of child acquisition of targets. Results of the adapted alternating treatment design replicated across three participants and multiple targets found estimation data collection to be as accurate as trial‐by‐trial data collection in determining mastery of targets. Estimation data collected by the interventionist was also found to be accurate when compared to the actual trial‐by‐trial data collected after the study concluded. 相似文献
20.
Sean P. Peterson Nicole M. Rodriguez Tamara L. Pawich 《Journal of applied behavior analysis》2019,52(2):370-385
Despite its advantages, discrete‐trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable‐modeling condition. 相似文献