Replicating stimulus‐presentation orders in discrimination training

Bergmann, Samantha; Turner, Maria; Kodak, Tiffany; Grow, Laura L.; Meyerhofer, Courtney; Niland, Haven; Edmonds, Kaitlyn

doi:10.1002/jaba.797

Cited by 5 publications

(5 citation statements)

References 37 publications

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“…These findings are consistent with Bergmann et al. (2020) which suggested that the advantages of different stimulus‐presentation orders may differ given the specific characteristics (e.g., echoic repertoires) of the participants. Future researchers could further examine the role of covert echoics in this context.…”

Section: Discussionsupporting

confidence: 91%

“…(2019) required a trial‐initiation response (i.e., participants touched a paper and tacted the correct color of the paper prior to the start of the session), and Bergmann et al. (2020) used nondifferential reinforcement and made modifications to the procedures (e.g., DOR, descriptive praise, instructive feedback) based on participants' responding. Additionally, only one of the three participants in Cubicciotti et al.…”

Section: Discussionmentioning

confidence: 99%

“…In a more recent replication, Bergmann et al (2020) evaluated (a) sample-first and comparison-first presentations across four participants with ASD (Study 1) and (b) sample-first with repetition and comparison-first presentations across five participants diagnosed with ASD (Study 2). The sample-first with repetition condition was similar to Cubiciotti et al (2019) except that the auditory sample-stimulus was represented at 2 s and 4 s during the response interval for a maximum of six presentations.…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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show abstract

“…The experimenter presented a three-stimulus horizontal array placed approximately 15 cm in front of the participant on the table. The experimenter ensured attending to the array, presented the auditory sample stimulus, and repeated it every 2 s (e.g., "cup," "cup," "cup" with 2 s between presentations; Bergmann et al, 2021). Due to the timing of the sample re-presentation, participants had 6 s to engage in a response.…”

Section: Identification Of Stimuli and Baselinementioning

confidence: 99%

Comparison of mastery criteria applied to individual targets and stimulus sets on acquisition of tacts, intraverbals, and listener responses

Cordeiro

Kodak

Reidy

et al. 2022

J of App Behav Analysis

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Mastery criteria can be applied to individual targets or stimuli organized into sets. Wong et al. (2021) and Wong and Fienup (2022) found that participants who received special education services learned sight words more rapidly when an individual target mastery criterion was applied. The current study replicated and extended these findings across novel skills. Five participants with ASD received tact or intraverbal training in Experiment 1, and 2 participants with ASD received auditory–visual conditional discrimination training (AVCD) in Experiment 2. In both experiments, mastery criteria were applied to targets and stimulus sets to compare sessions to mastery. Results showed the target mastery criterion required fewer sessions of tact training for 3 of 5 participants and AVCD training for both participants. However, overselection of stimuli occurred for 20% of AVCD mastered targets, suggesting a false positive for acquisition of those targets. Maintenance was similar across conditions and experiments.

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“…The child was given 5 s to respond. The auditory sample was programmed to repeat after 2 s (Bergmann et al 2020;Cubicciotti et al, 2018).…”

Section: Auditory-visual Conditional Discriminations (Miles and Silas)mentioning

confidence: 99%

An Assessment of Digital Stimulus Prompts to Teach Conditional Discriminations to Children with Autism

Niland

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Effective and efficient skill-acquisition procedures must be identified to support individualized behavioral programming for children with autism spectrum disorder (ASD). To do this, practitioners and researchers may use assessment-based instruction. Prompts are a common teaching strategy to promote skill acquisition. The purpose of this applied study was to use assessment-based instruction to evaluate the efficacy and efficiency of within- and extra-stimulus prompts to teach conditional discriminations to two children with ASD. We identified stimulus prompts using a survey of popular children's games and conducted a tablet-based instruction readiness assessment. Stimulus prompts involved motion (within-stimulus) and pointing (extra-stimulus) to evoke correct responses in the presence of a discriminative stimulus. We used an adapted alternating treatments design with a no-treatment control condition to evaluate the effects of both prompt types across multiple sets of stimuli. Both stimulus prompt types were efficacious in facilitating skill acquisition for two of three participants. Little difference was observed in the time to mastery with either prompt. Neither stimulus prompt was efficacious for the third participant. Assessment results will be used to inform clinical programming to teach conditional discriminations to participants and contribute to research on designing and implementing assessments of skill-acquisition procedures.

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Replicating stimulus‐presentation orders in discrimination training

Cited by 5 publications

References 37 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

Comparison of mastery criteria applied to individual targets and stimulus sets on acquisition of tacts, intraverbals, and listener responses

An Assessment of Digital Stimulus Prompts to Teach Conditional Discriminations to Children with Autism

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