Functional assessment of instructional variables: Linking assessment and treatment

Kodak, Tiffany; Fisher, Wayne W.; Clements, Andrea D.; Paden, Amber R.; Dickes, Nitasha

doi:10.1016/j.rasd.2010.11.012

Cited by 18 publications

(17 citation statements)

References 18 publications

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“…We only considered a tact target mastered if the participant correctly tacted the stimulus on every trial of the initial posttreatment probe. These outcomes appear to be more consistent and positive than the results of auditory-visual conditional-discrimination training in the published literature for individuals classified as novice learners with ASD (Carp et al, 2012;Kodak et al, 2011). For our participants, the mean number of trials to mastery, including the original and all repeated trials, equaled 218.4.…”

Section: Post Hoc Results and Discussionsupporting

confidence: 83%

“…Therefore, it is unlikely that our treatment package, with or without modifications, would be effective for learners without these skills. Other research has suggested that individuals who do not master echoic programs may be less likely to acquire auditory‐visual conditional discriminations (Kodak et al, , ); therefore, we recommend clinicians teach echoics and visual identity matching prior to initiating auditory‐visual conditional discrimination training. For example, Colton required teaching of both prerequisites prior to his participation in the project.…”

Section: Discussionmentioning

confidence: 93%

“…Observers scored incorrect responses if the participant either (a) touched one of the nontarget pictures or (b) did not touch any of the pictures within the allotted time (i.e., time before the trial ended during baseline or time before the next prompt in the prompting sequence during treatment). For Pierre, observers scored independent scanning if he oriented his eyes to each of the comparison stimuli for a least 1 s (Kodak et al, ).…”

Section: General Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Establishing initial auditory‐visual conditional discriminations and emergence of initial tacts in young children with autism spectrum disorder

Fisher

Retzlaff

Akers

et al. 2019

J of App Behav Analysis

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Children with autism spectrum disorder (ASD) often display impaired listener skills, and few studies have evaluated procedures for establishing initial auditory‐visual conditional discrimination skills. We developed and evaluated a treatment package for training initial auditory‐visual conditional discriminations based on the extant research on training such discriminations in children with ASD with at least some preexisting skills in this area. The treatment package included (a) conditional‐only training, (b) prompting the participant to echo the sample stimulus as a differential observing response, (c) prompting correct selection responses using an identity‐match prompt, (d) using progressively delayed prompts, and (e) repeating trials until the participant emitted an independent correct response. Results indicated all participants mastered all listener targets, and the two participants for whom we tested the emergence of corresponding tacts showed mastery of most tacts without direct training. We discuss these results relative to prior research on listener skills and tacts.

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Section: Post Hoc Results and Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 93%

Section: General Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Establishing initial auditory‐visual conditional discriminations and emergence of initial tacts in young children with autism spectrum disorder

Fisher

Retzlaff

Akers

et al. 2019

J of App Behav Analysis

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“…Replication of the findings reported by Fisher et al (2007) and Kodak et al (2011) across participants and intervention sites is significant in light of evidence that suggests that the effects of specific prompting tactics may be sensitive to the instructional histories of individual learners (Coon & Miguel, 2012). In turn, it has been hypothesized that differences in instructional histories may lead to discrepant results when the same procedures are compared at different intervention sites (Ingvarsson & Le, 2011).…”

Section: Discussionmentioning

confidence: 86%

“…Both participants showed enhanced acquisition with the picture prompt compared to the pointing prompt, although some acquisition occurred in the pointing prompt condition. In a subsequent study that examined the utility of functional assessment methods to select instructional variables (Kodak, Fisher, Clements, Paden, & Dickes, 2011), picture prompts alone and picture prompts combined with a blocked-trial arrangement resulted in the acquisition of auditory-visual conditional discriminations for two participants who previously had failed to respond to position prompts during the functional analysis. These results further supported the use of picture prompts during auditory-visual conditional discrimination training.…”

mentioning

confidence: 99%

A Further Evaluation of Picture Prompts During Auditory‐visual Conditional Discrimination Training

Carp

Peterson

Arkel

et al. 2012

J of App Behav Analysis

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This study was a systematic replication and extension of Fisher, Kodak, and Moore (2007), in which a picture prompt embedded into a least‐to‐most prompting sequence facilitated acquisition of auditory‐visual conditional discriminations. Participants were 4 children who had been diagnosed with autism; 2 had limited prior receptive skills, and 2 had more advanced receptive skills. We used a balanced design to compare the effects of picture prompts, pointing prompts, and either trial‐and‐error learning or a no‐reinforcement condition. In addition, we assessed the emergence of vocal tacts for the 2 participants who had prior tact repertoires. Picture prompts enhanced acquisition for all participants, but there were no differential effects on tact emergence. The results support a generality of the effect reported by Fisher et al. and suggest that a variety of learners may benefit from the incorporation of picture prompts into auditory‐visual conditional discrimination training.

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Examination of variables that affect the efficacy of instructive feedback

Haq

Zemantic

Kodak

et al. 2017

Behavioral Interventions

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Instructive feedback is a procedure in which additional, nontarget stimuli are presented during instructional trials for students with a wide array of disabilities. This preliminary investigation examined whether participant behavior during instructive feedback, including attending and echoic behavior, altered the efficacy of instructive feedback for 2 children with autism. Results showed that participant behavior during instructive feedback related to training outcomes for both participants and treatment modifications based on participant behavior influenced acquisition. Future directions of research and implications for practice are discussed.

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Functional assessment of instructional variables: Linking assessment and treatment

Cited by 18 publications

References 18 publications

Establishing initial auditory‐visual conditional discriminations and emergence of initial tacts in young children with autism spectrum disorder

Establishing initial auditory‐visual conditional discriminations and emergence of initial tacts in young children with autism spectrum disorder

A Further Evaluation of Picture Prompts During Auditory‐visual Conditional Discrimination Training

Examination of variables that affect the efficacy of instructive feedback

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