Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

Abstract

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.

The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism

“…Carroll and Kodak (2015) demonstrated slightly more variability during the acquisition of intraverbal categorization with a variable vocal model and instructive feedback compared to variable vocal models without instructive feedback. Peterson et al (2019) demonstrated initial variability during the acquisition of a similar skill with a variable vocal model relative to a rote vocal model. Both studies incorporated an adapted alternatingtreatment design, and, therefore, the results may be due partly to carryover effects.…”

“…We are only aware of two published studies that demonstrated the efficacy of teaching strategies without a lag schedule of reinforcement on response variability for children with autism (Carroll & Kodak, 2015;Peterson et al, 2019). Carroll and Kodak (2015) demonstrated slightly more variability during the acquisition of intraverbal categorization with a variable vocal model and instructive feedback compared to variable vocal models without instructive feedback.…”

“…Collectively, the results of Carroll and Kodak (2015) and Peterson et al (2019) demonstrate that transfer-of-stimulus-control procedures with varied vocal model prompts produce slight (Carroll & Kodak, 2015) and initial (Peterson et al, 2019) varied responding during the acquisition of intraverbal categorization. It is possible, however, that the exposure to a specific order of categorical items limited the amount of varied responding observed.…”

“…Increases in the cumulative frequency of novel response combinations and novel exemplars occurred in both conditions, with relatively more novel exemplars during the condition with the variable vocal model and instructive feedback compared to the condition without instructive feedback. Peterson, Rodriguez, and Pawich (2019) also used a transfer-of-stimulus-control procedure with vocal model prompts but with the primary goal of evaluating whether varying the order of categorical items within the vocal model prompts during the teaching of intraverbal categorization would produce more varied responding than prompting a fixed order of categorical items. Relatively more initial varied responding was observed in the variable vocal model condition; however, varied responding eventually decreased across repeated sessions.…”

Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder

“…Although children typically learn intraverbals incidentally (Hart & Risley, ); those diagnosed with an autism spectrum disorder (ASD) might require explicit training to do so (e.g., Allan, Vladescu, Kisamore, Reeve, & Sidener, ; DeSouza, Fisher, & Rodriguez, ; Dickes & Kodak, ; Eikeseth & Smith, ; Haggar, Ingvarsson, & Braun, ; Ingvarsson & Hollobaugh, 2011; Ingvarsson, Kramer, Carp, Petursdottir, & Macias, ; Ingvarsson & Le, ; Kisamore, Karsten, & Mann, ; Peterson, Rodriguez, & Pawich, ; Valentino, Shillingsburg, & Call ; Vedora, Meunier, & Mackay, ). The acquisition of intraverbals (i.e., answer questions, fill‐in the blanks, chain words together) is not only important for the development of a complex verbal repertoire (e.g., conversational skills), but it may create additional opportunities for contacting reinforcement through interactions with peers and adults (Ingvarsson, Tiger, Hanley, & Stephenson, ).…”