Comparison of sounds and words as sample stimuli for discrimination training

Halbur, Mary; Kodak, Tiffany; Williams, Xi'an; Reidy, Jessi; Halbur, Christopher

doi:10.1002/jaba.830

Cited by 10 publications

(7 citation statements)

References 33 publications

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“…However, arranging sets with little stimulus disparity (i.e., the similar condition) produced slower acquisition and eventual mastery for Jill and Nico, who were most at risk for reading difficulties and who required the most sessions to mastery for both intervention sets. For Jill and Nico, this finding is consistent with prior research on stimulus disparity demonstrating that discrimination training is generally less efficient when comparison stimuli are more similar (Halbur, Caldwell, & Kodak, 2021; Halbur, Kodak et al, 2021). Interestingly, the discrepancy primarily occurred in teaching the first three‐word set.…”

Section: Discussionsupporting

confidence: 87%

Effects of stimulus disparity on acquisition of sight word sets: Manipulation of initial letter

Chotto

Lozy

Marin

et al. 2022

J of App Behav Analysis

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Due to the prevalence of words that cannot be read phonetically in the English language, sight word instruction is required to supplement phonics instruction. In this study, we manipulated stimulus disparity in sight word sets by comparing the effects of sets of sight words with the same initial letter (3 words per set, 3 total sets) versus distributing words with the same initial letter across sets when assessing acquisition of the combined set (9 words) for 5 children who ranged from 4–6 years of age using a combined adapted alternating treatments design and pre‐posttest design. All participants mastered the 3‐word sets in both teaching conditions but did not master the control sets. In general, participants required more teaching sessions when the words in sets began with the same letter. These findings are consistent with stimulus disparity research demonstrating that discrimination training is generally less efficient when comparison stimuli are similar.

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Section: Discussionsupporting

confidence: 87%

Effects of stimulus disparity on acquisition of sight word sets: Manipulation of initial letter

Chotto

Lozy

Marin

et al. 2022

J of App Behav Analysis

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“…This stimulus assignment error should be corrected in replications. Future studies could use an approach similar to Halbur et al (2021) to assign auditory stimuli across sets to maximize stimulus disparity.…”

Section: Discussionmentioning

confidence: 99%

Teaching children with autism spectrum disorder to tact auditory stimuli: A replication

Bergmann

Niland

Otero

et al. 2023

Behavioral Interventions

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It is important that tacts are controlled by stimuli across all senses but teaching tacts to children with autism spectrum disorder (ASD) is often limited to visual stimuli. This study replicated and extended a study on the effects of antecedent‐stimulus presentations on the acquisition of auditory tacts. We used a concurrent multiple probe across sets design and an embedded adapted alternating treatments design to evaluate acquisition of auditory tacts when auditory stimuli were presented alone (i.e., isolated) or with corresponding pictures (i.e., compound‐with‐known and compound‐with‐unknown) with two school‐aged boys with ASD. Both participants' responding met the mastery criterion no matter the stimulus presentation with at least one set, but one participant failed to acquire one set of stimuli in the isolated condition. The isolated condition was rarely the most efficient. We conducted post‐training stimulus‐control probes, and we observed disrupted stimulus control in the isolated condition for one participant. Implications for arranging auditory tacts instruction are discussed.

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“…Second, researchers may consider evaluating the effects of different stimulus features (i.e., visual, auditory, and tactile) that result in the acquisition of matching skills. Recent studies evaluating the effects of visual and auditory antecedent manipulations demonstrate improved responding for other verbal behavior skills, such as motor imitation and auditory-visual conditional discrimination (Deshais & Vollmer, 2020; Halbur et al, 2021). Finally, researchers should extend the use of tactile prompting to other skill acquisition programs for children who may exhibit difficulty with attending to or tolerating response prompts.…”

Section: Discussionmentioning

confidence: 99%

A comparison of nested and unnested stimuli to teach visual-visual identity matching skills to children with an autism spectrum disorder.

Preas¹,

Carroll²

2022

Behavior Analysis: Research and Practice

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Early intensive behavioral intervention programs often use matching-to-sample procedures to teach children with an autism spectrum disorder basic visual-visual identity matching skills. However, teaching matching skills to some children with autism may be challenging when common prompting and reinforcement procedures have failed. The present study manipulated the tactile features of stimuli to increase the discriminability between identical matching objects for three children with autism. An adapted-alternating-treatments design within a concurrent multiple-baselineacross-sets design was used to compare the effectiveness and efficiency of nested versus unnested matching stimuli. Nested stimuli were objects in which the participant could place the identical matching stimulus inside the comparison stimulus when presented in an array, whereas the participant placed the identical unnested matching stimulus next to the comparison stimulus. The overall results showed that participants acquired visual-visual identity matching skills in fewer training sessions when nested targets were used when compared to unnested targets. Findings from this study suggest that manipulating the tactile features of stimuli can facilitate the acquisition of visual-visual identity matching for children with autism spectrum disorder.

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Comparison of sounds and words as sample stimuli for discrimination training

Cited by 10 publications

References 33 publications

Effects of stimulus disparity on acquisition of sight word sets: Manipulation of initial letter

Effects of stimulus disparity on acquisition of sight word sets: Manipulation of initial letter

Teaching children with autism spectrum disorder to tact auditory stimuli: A replication

A comparison of nested and unnested stimuli to teach visual-visual identity matching skills to children with an autism spectrum disorder.

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