Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention Package

Zaine, Isabela; Domeniconi, Camila; Rose, Júlio C. de

doi:10.1007/s40616-014-0010-2

Cited by 14 publications

(10 citation statements)

References 23 publications

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“…The procedure and its rationale have long been studied in both animals and humans (Dube, McIlvane, Mackay, & Stoddard, 1987;Zaine, Domeniconi, & de Rose, 2014). If a specific reinforcer is used for each comparison stimuli in a conditional discrimination procedure, the reinforcer may become part of the equivalence class, and equivalence relations that include the reinforcer may emerge without deliberate teaching.…”

Section: Strategy 20: Audio-specific Consequencesmentioning

confidence: 99%

Designing Receptive Language Programs: Pushing the Boundaries of Research and Practice

LaMarca¹,

LaMarca

2018

Behav Analysis Practice

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Initial difficulty with receptive language is a stumbling block for some children with autism. Numerous strategies have been attempted over the years, and general guidelines for teaching receptive language have been published. But what to do when all else fails? This article reviews 21 strategies that have been effective for some children with autism. Although many of the strategies require further research, behavioral practitioners should consider implementation after careful review. The purpose of this article is to help behavior analysts in practice to categorize different teaching procedures for systematic review, recognize the conceptually systematic rationale behind each strategy, identify different client profiles that may make 1 strategy more effective than another, and create modifications to receptive language programming that remain grounded in research.

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Section: Strategy 20: Audio-specific Consequencesmentioning

confidence: 99%

Designing Receptive Language Programs: Pushing the Boundaries of Research and Practice

LaMarca¹,

LaMarca

2018

Behav Analysis Practice

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“…In addition to the surprisingly limited research examining the multiple possible extensions of CTD to phonics instruction, the explicit evaluation of motivational procedures beyond instructional feedback as a part of instruction for reading decoding skills remains underresearched (National Reading Panel, ). Although many studies examining explicit reading instruction have incorporated motivational strategies such as contingent rewards (e.g., Johnson, Graham, & Harris, ; Zaine, Domeniconi, & de Rose, ), these studies have typically evaluated a complex treatment package rather than isolating the putative importance of the motivational variables. To examine the importance of incorporating motivational strategies into instruction, conditions have to be included in the study that provide instruction with and without the motivational procedure (Noell, Freeland, Witt, & Gansle, ).…”

Section: Motivation To Readmentioning

confidence: 99%

The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers

Bradley

Noell

2018

Psychology in the Schools

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This study examined the provision of supplemental instruction using constant time delay for struggling readers who had fallen behind in developing word-blending skills. Additionally, the study examined the utility of adding a material reward contingency to the instructional program with a contingency derived from percentileshaping procedures. Procedures were compared in a withdrawal design applied across blocks of letters with word blending as the target response. Participants exhibited substantial learning gains when provided constant time delay instruction in phonics skills as compared to baseline demonstrating clear experimental control. Results for the constant time delay plus reward contingency conditions were clearly differentiated from baseline but undifferentiated from the other instructional conditions. The implications of the findings for intervention for struggling readers and future research relevant to more comprehensive reading interventions are discussed.

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“…This methodological choice of applying tests in extinction without a gradual preparation for the withdrawal of the reinforcing consequences differs from other studies in which the reinforcing consequences applied were contingent on the participation of the individual, not their performance (e.g. Resende, Elias, & Goyos, 2012;Zaine, Domeniconi, & de Rose, 2014), or these consequences were specifi cally used for the choices considered correct (e.g. Domeniconi, 2002;Schusterman & Kastak, 1993;Velasco, Huziwara, Machado, & Tomanari, 2010).…”

Section: Discussionmentioning

confidence: 99%

Effects of Echoic Teaching Combined with Basic Reading Repertoires on Word Naming in Children with Intellectual Disabilities

Gomes¹,

Benitez²,

Domeniconi³

et al. 2017

Temas Psicol.

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The basic discriminative repertoires may be considered important prerequisite for reading acquisition. This study investigated the infl uence of the gradual teaching of discriminative repertoires prior to reading on the acquisition of this skill in children with intellectual disabilities, emphasizing the echoic teaching combined with fi gure naming. Participants were two children with Down syndrome and intellectual disabilities, with diffi culties in vocalization. Relationships between stimuli were taught based on the selection of fi gures and printed words when presented with dictated words; and between stimuli and responses, such as echoing according to the dictated word, picture naming and constructing the printed word. After this teaching procedure, the naming of printed words and the equivalence relations between printed word and picture and vice versa were tested. Their performances in the emerging relational tasks increased from a mean of 45% correct evaluated in the pre-test to the mean of 77% correct in the posttest. Participants who had previously null repertoires of word naming started reading. Echoic teaching could assist in more accurate naming of printed words and the gradual teaching of basic relational skills of naming provided the expansion of this repertoire.

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Simple and Conditional Discrimination and Specific Reinforcement in Teaching Reading: An Intervention Package

Cited by 14 publications

References 23 publications

Designing Receptive Language Programs: Pushing the Boundaries of Research and Practice

Designing Receptive Language Programs: Pushing the Boundaries of Research and Practice

The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers

Effects of Echoic Teaching Combined with Basic Reading Repertoires on Word Naming in Children with Intellectual Disabilities

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