Increasing Response Variability of Mand Frames With Script Training and Extinction

Betz, Alison M.; Higbee, Thomas S.; Kelley, K. N.; Sellers, Tyra P.; Pollard, Joy S.

doi:10.1901/jaba.2011.44-357

Cited by 50 publications

(88 citation statements)

References 7 publications

(7 reference statements)

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“…Due to the success of extinction promoting mand variability in previous studies (e.g., Betz et al, 2011) and the results of Sellers (2011) that suggested that antecedent and consequence manipulations may promote mand variability, extinction served as a viable option for increasing response variability. In this condition, they reinforced the first response of each complete mand frame, but put subsequent responses of that mand frame on extinction for the remainder of the phase.…”

Section: Responding Variably Under the Context Of Requestingmentioning

confidence: 99%

“…Based on the effectiveness of the multiple script training intervention used by Betz et al, Sellers (2011) asked whether or not teaching multiple scripts simultaneously would produce more reliable and faster acquisition of mand variability than teaching the scripts sequentially as was done in Betz et al (2011). Instead of teaching each participant to respond to a single auditory script at a time, Sellers used multiple script training to teach the participant to respond to textual scripts (typed scripts presented on pieces of paper).…”

Section: Responding Variably Under the Context Of Requestingmentioning

confidence: 99%

“…Due to the small increase in variability some participants in Betz et al (2011) and Sellers (2011), the inability to completely fade scripts for 4 of 6 participants across those two studies, and the potential adverse affects of extinction (see results for Michelle above), Kelley (2013) tested whether or not antecedent strategies alone, in combination with simultaneous script training and fading, would result in an increase in mand variability in preschoolers with autism. With simultaneous script training, all three textual scripts were presented in front of the participant, along with a fourth script that corresponded to the participant's default mand frame (i.e., the mand frame the participant commonly used to request items).…”

Section: Responding Variably Under the Context Of Requestingmentioning

confidence: 99%

“…For example, Betz, Higbee, Kelley, Sellers, and Pollard (2011) used manding as a framework for teaching response variability to preschoolers with autism. This allowed Betz et al to isolate variables related to motivation and consequences in order to provide a basic framework for understanding response variability from a verbal behavior perspective.…”

Section: Introductionmentioning

confidence: 99%

“…From basic laboratory experiments on response variability (e.g., Page & Neuringer, 1985) to applied studies with children with autism (e.g., Betz et al, 2011), our 4 understanding of variability continues to grow and change. Below, we provide a brief summary of relevant basic and applied research on operant variability.…”

Section: Introductionmentioning

confidence: 99%

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The use of a discrimination‐training procedure to teach mand variability to children with autism

Brodhead

Higbee

Gerencser

et al. 2015

J of App Behav Analysis

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Repetitive behavior and delays in communication are core deficits of autism spectrum disorder. As a result, individuals with autism often engage in repetitive verbal behavior, and they may not vary their verbal behavior, even when the situation demands it. The purpose of this study was to investigate the effects of a script training and discrimination training procedure on mand variability in preschoolers with autism.Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and Lag schedule of reinforcement. They were also taught to not vary their vocal mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all three participants continued to engage in varied manding in the presence of the Lag schedule of reinforcement and the green placemat. All three participants also did not vary their mands in the presence of the red placemat. When the Lag schedule of reinforcement was removed, two participants continued to engage in varied responding in the presence of the green placemat and unvaried responding in the iv presence of the red placemat. One participant did not engage in varied responding when the Lag schedule of reinforcement was removed. However, when the Lag schedule of reinforcement was re-introduced, varied responding re-emerged. Finally, all three participants demonstrated mand variability during snack sessions when their peers were present, and they maintained their varied manding after a 2-week follow-up. Therefore, the purpose of this study was to determine whether or not three preschoolers with autism would engage in varied or repetitive requests, depending on the situation.Participants were taught to respond in varied or repetitive requests in the presence of green and red placemats, respectively. Written sentences were also available on each placemat to help participants engage in independent requests. When the written sentences were removed, all three participants continued to engage in varied requests in the presence of the green placemat and when reinforcement was provided for response variability; repetitive requests continued in the presence of the red placemat. Two out of three participants continued to engage in varied requests in the presence of the green placemat when reinforcement was provided for all responses, regardless of whether or not they were varied. Finally, all three participants engaged in varied requests during their typical preschool snack session, and they also continue to vary their requests after a 2-week follow-up. Our results indicate that preschoolers with autism can vary the way they make requests, depending on the context.

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Section: Responding Variably Under the Context Of Requestingmentioning

confidence: 99%

Section: Responding Variably Under the Context Of Requestingmentioning

confidence: 99%

Section: Responding Variably Under the Context Of Requestingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The use of a discrimination‐training procedure to teach mand variability to children with autism

Brodhead

Higbee

Gerencser

et al. 2015

J of App Behav Analysis

Self Cite

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Using Lag Schedules to Increase Toy Play Variability for Children With Intellectual Disabilities

Baruni

Rapp

Lipe

et al. 2014

Behavioral Interventions

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Relatively few studies have evaluated procedures for increasing play skills in children with intellectual disabilities. To address this limitation, this study evaluated the extent to which lag schedules increased novel toy play responses for three children who exhibited little or no appropriate toy play. Results show that the lag 1 schedule increased toy play variability for all three participants and the lag 2 schedule produced very little additional variability for the two participants exposed to this condition. The results of a social validity assessment suggest that classroom paraprofessionals (i) perceived the participants' toy play as typical and (ii) were satisfied with the outcomes produced by the lag schedules. We discuss the clinical implications and the potential limitations of the findings.

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Using a script procedure without fading to increase novel behavior in a conversation between children with autism

Yamamoto

Isawa

2019

Behavioral Interventions

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This study aimed to examine the effectiveness of a prompting procedure (using a textual script without fading) in increasing novel behavior during conversations by children with autism. Four children with autism participated in the study. Dependent variables were scripted behavior, unscripted behavior, novel behavior, and inappropriate statements in a conversation between children with autism.This study used an ABCA design, the baseline, a script procedure, a script removal, and a return to baseline phase. In the baseline, participants infrequently emitted novel behavior and emitted inappropriate statements. When the script procedure was introduced, all participants emitted novel behavior and appropriate behavior more often than during baseline with fewer inappropriate statements. These gains were maintained in the script removal and return to baseline conditions. Three out of four participants continued to emit novel behavior during follow up probes. These results indicate that the script procedure without fading was useful for increasing novel behavior and appropriate statements. K E Y W O R D S autism, conversation, novel behavior, script procedure, verbal behavior

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Increasing Response Variability of Mand Frames With Script Training and Extinction

Abstract: We examined the effects of script training and extinction on response variability of mand frames used by children with autism. Results demonstrated that extinction following script training was effective for increasing variability for 2 of the 3 participants.

Cited by 50 publications

References 7 publications

The use of a discrimination‐training procedure to teach mand variability to children with autism

The use of a discrimination‐training procedure to teach mand variability to children with autism

Using Lag Schedules to Increase Toy Play Variability for Children With Intellectual Disabilities

Using a script procedure without fading to increase novel behavior in a conversation between children with autism

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