Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism

Sellers, Tyra P.; Kelley, K. N.; Higbee, Thomas S.; Wolfe, Katie

doi:10.1007/s40616-015-0049-8

Cited by 19 publications

(13 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Data from the current research replicated those from previous scientific literature regarding the effects of script fading training on the establishment of communication skills in children with ASD (Krantz & McClannahan, 1993;Krantz, & McClannahan, 1998;Sarokoff, Taylor, & Poulson, 2001;Reagon & Higbee, 2009;Betz, Higbee, Kelley, Sellers, & Pollard, 2011;Howlett, Sidener, Progar, & Sidener, 2011;Pollard, Betz, & Higbee, 2012;Garcia-Albea, Reeve, Reeve, & Brothers, 2014;Ledbetter-Cho et al, 2015;Sellers, Kelley, Higbee, & Wolfe, 2016). Script fading was effective in improving communication skills of an 8-year-old child with ASD across different partners and environments.…”

Section: Discussionsupporting

confidence: 76%

“…The procedure was replicated with two more groups of toys (Ledbetter-Cho et al, 2015). Like in a previous research already described in this chapter on the effects of script fading in increasing the variability of building sentences to make requests (mands) (Betz, Higbee, Kelley, Sellers, & Pollard, 2011), another study on the same theme was recently conducted in six children aged 3 to 5 years old (Sellers, Kelley, Higbee, & Wolfe, 2016). Nevertheless, different from the previous research which programmed the training with three different mand sentences consecutively (one at a time), in the new one three sentences were taught simultaneously.…”

Section: Literature Review On Script Fadingmentioning

confidence: 99%

“…For the remaining ones, this variable was sufficient to produce variability. The authors discussed that, to cases in which an extinction condition is not necessary, it should be avoided anyway because extinction may produce a decrease in responding (Sellers, Kelley, Higbee, & Wolfe, 2016).…”

Section: Literature Review On Script Fadingmentioning

confidence: 99%

See 2 more Smart Citations

Improvement of Conversation Skills through Script Fading in a Child with Autism Spectrum Disorder

Matos¹,

Matos²,

Hora³

et al. 2019

View full text Add to dashboard Cite

The script fading procedure aims to develop better communication skills of children and youngsters with Autism Spectrum Disorder in relationship with other people. The procedure seeks to incorporate cues in several contexts. Scripts may be organized in day-today situations of life, such as playful interactions among children and the scripts may consist in pictorial, textual or auditory stimuli. If a learner, for example, lacks conversation skills, but has good repertoire regarding textual behavior, scripts consisting of written phrases may be presented and the learner has to read them. The listener may interact with the speaker like he is emitting responses free from the control of scripts. With repetitive exposure to the contingency and the establishment of a more fluent repertoire of textual behavior, the script is gradually faded out by word removal one by one. This process continues until the learner's responses become free from the control of the whole scripts. Previous research has demonstrated the establishment of independent performance, maintenance and generalization to different settings and listeners. The purpose of this study was to assess the efficacy of this procedure in establishing conversation skills in a child aged 9 with ASD. Textual scripts were applied to three sets of conversation. After a baseline condition, training started and the experimental control by the independent variable was established through a multiple baseline design across the three different conversation topics. Independent performance was successfully established through reinforcement of correct performance and error correction. Although the interventions were conducted in a university-based laboratory, the established repertoires generalized to the child's school classroom and another listeners (another adult and a child). Implications to school inclusion regarding the establishment of con-How to cite this paper:

show abstract

Section: Discussionsupporting

confidence: 76%

Section: Literature Review On Script Fadingmentioning

confidence: 99%

See 1 more Smart Citation

Improvement of Conversation Skills through Script Fading in a Child with Autism Spectrum Disorder

Matos¹,

Matos²,

Hora³

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Additionally, variability schedules have been used to increase behavioral variability of socially significant behaviors, such as verbal behavior. Researchers have investigated reinforced behavioral variability in phonemes (Esch et al, ), intraverbal responses (Contreras & Betz, ), mands (Brodhead et al, ; Sellers et al, ), and conversations (Lee et al, ; Lee & Sturmey, , ). Reinforced behavioral variability has also been demonstrated in other important behaviors, such as play (Baruni et al, ; Napolitano et al, ).…”

mentioning

confidence: 99%

Choice for reinforced behavioral variability in children with autism spectrum disorder

Galizio

Higbee

Odum

2020

J Exper Analysis Behavior

Self Cite

View full text Add to dashboard Cite

Although individuals with autism spectrum disorder (ASD) tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase behavioral variability. In a lag schedule, reinforcers only follow responses that differ from recent responses. The present study was designed to promote variable play behavior in preschoolers with ASD interacting with playsets and figurines and to assess preference for variability and repetition contingencies. Data have shown a preference for variability in pigeons and college students, but this effect has not been explored in clinical populations. In this experiment, preschoolers with ASD were taught to discriminate between variability and repetition contingencies. Only play behaviors that met a lag schedule were reinforced in the presence of one color, and only repetitive behaviors were reinforced in the presence of another. After differential performance was established, participants experienced a concurrent chains schedule. Participants chose between the colors taught in training and then completed a play session with the selected contingency. One participant selected variability and repetition equally. The other participants showed a slight preference for variability. These results indicate that some individuals with ASD may play repetitively, not because they prefer repetition, but because they require additional teaching to play variably.

show abstract

“…Children with ASD may be particularly prone to strong and rigid preferences, which might lead to overuse or exclusive use of a single mand or a few mands. Several experimenters have evaluated the efficacy of treatments designed to produce varied mand modality in a restricted operant arrangement (Adami, Falcomata, Muething, & Hoffman, ; Falcomata et al, ; Muething, Falcomata, Ferguson, Swinnea, & Shpall, ; Silbaugh & Falcomata, ) and varied mand frames (Betz, Higbee, Kelley, Sellers, & Pollard, ; Brodhead, Higbee, Gerencser, & Akers, ; Sellers, Kelley, Higbee, & Wolfe, ) in a concurrent operant arrangement. There has been limited research evaluating the efficacy of treatments designed to modify the distribution of manding for specific reinforcers, or to increase the occurrence of low‐rate manding in concurrent operant arrangements.…”

mentioning

confidence: 99%

Producing mands in concurrent operant environments

Seaver

Bourret

2019

J of App Behav Analysis

View full text Add to dashboard Cite

This study examined strategies designed to increase the rate of targeted, low-probability mands in a concurrent operant environment. We examined the effects of schedule manipulations, prompt manipulations, motivating operation manipulations, and combined behavioral process manipulations. Increases in target mands were produced for all 8 participants. Schedule manipulations were effective in producing increased rates of targeted mands for 3 of 8 participants, whereas prompt manipulations were effective for 4 of 8 participants. Motivating operation manipulations were effective in producing increased rates of targeted mands for 2 of 8 participants and combined behavioral process manipulations were effective for the single participant exposed to the combination.

show abstract

Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism

Cited by 19 publications

References 21 publications

Improvement of Conversation Skills through Script Fading in a Child with Autism Spectrum Disorder

Improvement of Conversation Skills through Script Fading in a Child with Autism Spectrum Disorder

Choice for reinforced behavioral variability in children with autism spectrum disorder

Producing mands in concurrent operant environments

Contact Info

Product

Resources

About