Effects of Error-Contingent Prompts Depend on Temporal Arrangement of Stimuli in Symbolic Matching to Sample

Gee, Providence A.; Schneider, Kiley A.; Devine, Bailey; Pétursdóttir, Anna Ingeborg

doi:10.1007/s10864-019-09338-5

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Percentage of trials with independent correct responses and early responding to comparison stimuli during baseline and treatment for Ben, Ray, and Ted Thus, it is possible that differential reinforcement played a larger role in the rate of acquisition for our participants relative to what has been observed in previous studies with individuals with ASD. This is consistent with Gee, Schneider, Devine, and Petursdottir (2019) that suggested that the sample-first arrangement may be advantageous when differential reinforcement is likely to be the primary procedural component. It is noteworthy that not all participants in the aforementioned studies were exposed to all procedural differences described above.…”

Section: F I G U R Esupporting

confidence: 90%

Further examination of the effects of order of stimulus presentation on receptive discrimination

Leon

Campos

Suarez

et al. 2021

Behavioral Interventions

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Recent research has demonstrated that the order of stimulus presentation during auditory-visual discrimination training may influence the rate of skill acquisition. Results of some studies have suggested that presenting the sample auditory stimulus prior to the comparison visual stimuli may enhance learning for typically developing children. However, replication efforts in individuals with autism spectrum disorder (ASD) in structured discrete-trial formats have produced mixed results. The purpose of the current study was to further evaluate the role of stimulus order during auditory-visual discrimination training to learners with ASD or speech delays during discrete trial instruction. Five of the six children who participated in the study acquired the skills faster during the sample-first stimulus condition.

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Section: F I G U R Esupporting

confidence: 90%

Further examination of the effects of order of stimulus presentation on receptive discrimination

Leon

Campos

Suarez

et al. 2021

Behavioral Interventions

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“…A recent study conducted by Gee et al (2019) found that differences between sample-first and comparisons-first presentations disappeared when the comparison stimuli remained in view during prompting. Therefore, the prompt-delay procedure used in our study could have reduced differentiation between conditions.…”

Section: Discussionmentioning

confidence: 96%

Replicating stimulus‐presentation orders in discrimination training

Bergmann

Turner

Kodak

et al. 2020

J of App Behav Analysis

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Children with autism spectrum disorder (ASD) are taught conditional discriminations often during early intervention. Auditory-visual conditional discrimination (AVCD) training requires the presentation of multiple antecedent stimuli, and the order of stimulus presentation varies in the literature. This series of studies replicated previous literature on stimulus-presentation order in AVCD training. In Experiment 1, we compared sample-first and comparisons-first arrangements in 8 comparisons with 4 participants with ASD. For 3 participants, both presentations were efficacious. For 1 participant, the sample-first order was more likely to be efficacious. In Experiment 2, we added a sample-first-with-repetition arrangement and conducted 6 comparisons with 5 participants with ASD. Across comparisons, all 3 presentations were efficacious. Considerations for teaching AVCD to children with ASD and suggestions for further evaluation and examination of efficacy and efficiency are discussed.

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“…The same could happen during listener instruction, when participants may tact the picture indicated by the experimenter's prompt in the native language while echoing its foreign name (i.e., the sample). Indeed, research shows that prompts can play an important role primarily due to their temporal relation with the sample and comparison stimuli (Gee et al, 2020). On the other hand, when relying solely on error correction procedures, participants may simply respond to targets (i.e., tact) in their native language and not respond in the foreign language until several seconds later, if an incorrect response is made and a prompt/correction is delivered.…”

mentioning

confidence: 99%

Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay

Cortez

Silva

Cengher

et al. 2021

J of App Behav Analysis

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This study consisted of a systematic replication of previous research examining the effects of tact and listener instruction on the emergence of native‐to‐foreign (NF) and foreign‐to‐native (FN) intraverbals in children who had experienced difficulties learning to read and write. We assigned different sets of stimuli to tact and listener conditions, and taught 4 children to tact or respond as listeners in a foreign language using a progressive prompt delay with differential reinforcement. All participants mastered tacts and listener responses in the foreign language. For all participants, tact instruction yielded greater emergence of intraverbals compared to listener instruction. Tact instruction also produced all possible bidirectional (NF and FN) intraverbals relations for 3 of 4 participants, but listener instruction never resulted in the emergence of all possible relations. These results replicate previous findings suggesting that tact instruction is a more efficient way to teach a foreign language and extend them to progressive prompt‐delay procedures.

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Effects of Error-Contingent Prompts Depend on Temporal Arrangement of Stimuli in Symbolic Matching to Sample

Cited by 4 publications

References 24 publications

Further examination of the effects of order of stimulus presentation on receptive discrimination

Further examination of the effects of order of stimulus presentation on receptive discrimination

Replicating stimulus‐presentation orders in discrimination training

Teaching a small foreign language vocabulary to children using tact and listener instruction with a prompt delay

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