An Evaluation of Differential Observing Responses During Receptive Label Training

Vedora, Joseph; Barry, Tiffany; Ward-Horner, John

doi:10.1007/s40617-017-0188-6

Cited by 13 publications

(21 citation statements)

References 10 publications

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“…Our procedure, which entailed blocking the participants' view of the comparison stimuli with a clipboard, offers a simple way to implement the sample-first procedure for learners who benefit from this procedure. Roger also appeared to benefit from the pretrial DOR that has been used in other studies to remediate stimulus control problems (Vedora, Barry, & Ward-Horner, 2017). The use of the DOR with different stimulus presentations warrants further research, as one might expect faster acquisition in the sample-first condition because it resulted in a successive discrimination (Petursdottir & Aguilar, 2016), possibly enhancing control by the stimulus that immediately followed it (sample stimulus).…”

Section: Discussionmentioning

confidence: 91%

Sample First versus Comparison First Stimulus Presentations: Preliminary Findings for Two Individuals with Autism

Vedora

Barry

Ward-Horner

2018

Behav Analysis Practice

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The current study was a replication of Petursdottir and Aguilar (Journal of Applied Behavior Analysis, 46, 58-68, 2016). Two different stimulus presentations were evaluated during auditory-visual discrimination training. A sample-first procedure, in which the sample stimulus was presented before the comparison stimuli, was compared to a comparison-first procedure, in which the sample presentation was presented after the comparison stimuli. The results indicated that both participants learned more quickly in the comparison-first condition, a finding that differed from Petursdottir and Aguilar (Journal of Applied Behavior Analysis, 46, 58-68, 2016).

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Section: Discussionmentioning

confidence: 91%

Sample First versus Comparison First Stimulus Presentations: Preliminary Findings for Two Individuals with Autism

Vedora

Barry

Ward-Horner

2018

Behav Analysis Practice

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“…It should be noted, however, that it is fairly common practice not to require an observing response or differential observing response in applied studies that target auditory–visual conditional discriminations for participants with autism spectrum disorder (e.g., Carey & Bourret, ; Carp et al, ; Delfs et al, ; Dittlinger & Lerman, ; Fisher et al, ; Haq et al, ; McGhan & Lerman, ; Paden & Kodak, ). Moreover, recent applied research did not demonstrate consistently superior auditory–visual conditional discrimination acquisition in a condition that required a differential observing response relative to a condition that did not (Vedora, Barry, & Ward‐Horner, ). Future researchers could evaluate the role of a trial‐initiation response and determine what role it may play in establishing conditional stimulus control.…”

Section: Discussionmentioning

confidence: 92%

Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder

Cubicciotti

Vladescu

Reeve

et al. 2018

J of App Behav Analysis

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Children with autism spectrum disorder are typically taught conditional discriminations using a match-to-sample arrangement. Consideration should be given to the temporal order in which antecedent stimuli (the sample and comparison stimuli) are presented during match-to-sample trials, as various arrangements have been used in the extant literature. The purpose of the current study was to compare the effects of four stimulus presentation orders on the acquisition of auditory-visual conditional discriminations. The study included participants from a clinically relevant population (three children with autism spectrum disorder), employed clinically relevant teaching procedures, and included two presentation formats not included in previous comparison evaluations (simultaneous and sample-first with re-presentation conditions). Results were found to be learner-specific; that is, a different stimulus presentation format was most efficient for each participant. We provide suggestions to evaluate stimulus control topographies and enhance experimental control in match-to-sample arrangements.

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“…Requiring a differential observing response in the case of receptive language in matrix training would be asking the child to first echo the critical words (e.g., “Red car”) before emitting the selection response. Differential observing responses have been evaluated with receptive language skills (e.g., Vedora, Barry, & Ward-Horner, 2017), but not in the context of matrix training.…”

Section: Discussionmentioning

confidence: 99%

Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

Curiel

Axe

Sainato

et al. 2019

Focus Autism Other Dev Disabl

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Matrix training is an intervention that systematically programs for the occurrence of generative outcomes, mostly in the area of language. A literature search identified studies that evaluated matrix training with individuals with autism spectrum disorder (ASD). Based on 12 reviewed studies, we asked questions regarding participant characteristics, targeted skills, matrix designs, evidence-based teaching strategies, percentage of learning that occurred through direct teaching and recombinative generalization, and the quality of the studies. With 29 total participants, mostly preschool and elementary ages, the most common teaching strategy implemented was a discrete trial training paradigm targeting language development. Overall, findings suggest that matrix training produced an average of 69% of learning without direct teaching across the areas of language, play, sentence construction, and spelling.

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An Evaluation of Differential Observing Responses During Receptive Label Training

Cited by 13 publications

References 10 publications

Sample First versus Comparison First Stimulus Presentations: Preliminary Findings for Two Individuals with Autism

Sample First versus Comparison First Stimulus Presentations: Preliminary Findings for Two Individuals with Autism

Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder

Systematic Review of Matrix Training for Individuals With Autism Spectrum Disorder

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