Spoken and signed naming of foods after receptive exclusion training in severe retardation

McIlvane, William J.; Bass, Robert W.; O’Brien, Jill M.; Gerovac, Branko; Stoddard, Lawrence T.

doi:10.1016/s0270-3092(84)80016-8

Cited by 34 publications

(16 citation statements)

References 15 publications

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“…In this context, humans systematically choose the undefined comparison stimulus, excluding the one previously related with a different sample to the one presented in the current trial (e.g., Bates, 1979;Costa, McIlvane, Wilkinson, & de Souza, 2001;Dixon, 1977;Domeniconi, Costa, de Souza, & de Rose, 2007;Grassmann, Stracke, & Tomasello, 2009;Grassmann, Schulze, & Tomasello, 2015;McIlvane, Bass, O'Brien, Gerovac, & Stoddard, 1984;McIlvane, Klendaras, Lowry, & Stoddard, 1992;Stromer & Osborne, 1982;Wilkinson, Rosenquist, & McIlvane, 2009). Wilkinson, de Souza, and McIlvane (2000) indicate that this performance is widely replicable, with diverse populations of different development levels.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, the only learning test of the new relations occurred in selection probes (auditoryvisual matching), with other performances that could possibly be learned from the exposure to the procedure not being investigated. McIlvane et al (1984) investigated whether a young man with intellectual disabilities would be able to name items learned in exclusion trials. According to the authors, positive performances in naming probes could more clearly evidence the learning of the relations taught, expanding the data obtained in learning probes that only require participants to selection responses in matching to sample trials, which is common in experiments using learning by exclusion (e.g., McIlvane & Stoddard, 1981;Dixon, 1977).…”

Section: Introductionmentioning

confidence: 99%

“…Aiming to achieve a stable number of exclusion trials at teaching auditory-visual relations, developed a procedure involving manipulations highlighted in the literature as favorable to learning via exclusion trials: use of manipulable stimuli (Domeniconi et al, 2007); use of reinforcement contingent on responding by exclusion (Carr, 2003;Ferrari et al, 1993Ferrari et al, , 2008McIlvane & Stoddard, 1981); more than one exposure to the exclusion trials prior to learning tests-two exclusion trials were presented before the tests (McIlvane et al, 1984;Wilkinson et al, 2009); and teaching of one relation at a time, with tests to guarantee the learning before the introduction of the next relation to be taught (McIlvane et al, 1992). Participants were eight children with typical development, aged 5 to 9 years; all the children learned the four auditory-visual relationships taught, six of them did so with the minimum number of trials programmed by the procedure (two) and two other children needed four exposures for only one of the relations taught.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, this study aims to verify the occurrence of the emergency of naming after the teaching of auditory-visual relations by exclusion, as obtained by McIlvane et al (1984).…”

Section: Introductionmentioning

confidence: 99%

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Learning by exclusion in individuals with autism and Down syndrome

Langsdorff

Domeniconi

Schmidt

et al. 2017

Psicol. Refl. Crít.

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This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…In addition, this study aims to verify the occurrence of the emergency of naming after the teaching of auditory-visual relations by exclusion, as obtained by McIlvane et al (1984).…”

Section: Introductionmentioning

confidence: 99%

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Learning by exclusion in individuals with autism and Down syndrome

Langsdorff

Domeniconi

Schmidt

et al. 2017

Psicol. Refl. Crít.

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“…O responder por exclusão tem sido demonstrado de modo sistemático em humanos (e.g., Bates, 1979;Carey & Bartlett, 1978;Costa, McIlvane, Wilkinson, & de Souza, 2001;Dixon, 1977;Domeniconi, Costa, de Souza, & de Rose, 2007;Grassmann, Stracke, & Tomasello, 2009;McIlvane, Bass, O'Brien, Gerovac, & Stoddard ,1984;McIlvane, Kledaras, Lowry, & Stoddard, 1992;Stromer & Osborne, 1982;Wilkinson, Rosenquist, & McIlvane, 2009) e é considerado um fenômeno robusto e replicável (Wilkinson, de Souza, & McIlvane, 2000). Por este responder ser altamente provável e, portanto, previsível, procedimentos de ensino de novas relações a partir de tentativas de exclusão parecem ser potencialmente eficazes por possibilitarem a seleção de um estímulo de comparação correspondente ao estímulo modelo sem que haja emparelhamento anterior desses dois estímulos.…”

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Aprendizagem de Relações Auditivo-Visuais por Meio de Tentativas de Exclusão

2016

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RESUMOO responder por exclusão é um fenômeno extremamente robusto e previsível, o que indica que tentativas de exclusão podem constituir importante tecnologia de ensino de novas relações por permitirem a aprendizagem sem erros. Não obstante, a literatura não esclarece o número de tentativas de exclusão necessário para a aprendizagem de relações auditivo-visuais. O presente estudo, conduzido com oito crianças com desenvolvimento típico e idades entre 5 e 9 anos, buscou investigar, a partir de um conjunto específico de procedimentos, o número de tentativas de exclusão necessário para a aprendizagem de relações auditivo-visuais. Os resultados de aprendizagem se concentraram no número mínimo de tentativas previsto pelo procedimento (duas), o que indica que os procedimentos utilizados podem constituir importante tecnologia de ensino.Palavras-chave: aprendizagem; relações auditivo-visuais; tentativas de exclusão. ABSTRACT Auditory-visual Relationship Learning by Exclusion TrialsResponding by exclusion is an extremely robust and predictable phenomenon, what implies that exclusion trials might be an important teaching technology for allowing errorless learning. Nevertheless, literature does not clarify the number of exclusion trials needed for the learning of auditory-visual relations. The present study, conducted with eight children with typical development and ages between 5 and 9 years, investigated the number of exclusion trials needed for the learning of auditory-visual relations, using a particular set of procedures. The learning results concentrated in the minimum amount of trials allowed by the procedure (two), what means that this set of procedures might constitute an important teaching technology.

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Establishment of exclusion responding in children with autism spectrum disorder

Sivaraman¹,

Bhabu²

2018

Behavioral Interventions

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This study aimed to teach auditory-visual relations using exclusion training and test the emergence of exclusion responding in novel relations and naming by exclusion in four participants diagnosed with autism spectrum disorder. The treatment package consisted of multiple exposures to exclusion trials, prompting, and reinforcement. Four types of matching-to-sample trials (baseline, control, exclusion, and probe trials) and naming trials were used during the study. The auditory-visual matching to sample responses and naming responses of the new stimuli was tested. Three out of four participants demonstrated positive learning outcomes with the auditory-visual relations that were taught. One out of four participants demonstrated naming by exclusion. Posttest results show that exclusion responses generalized to stimuli used beyond training for the three successful participants. The results indicate that the treatment package can likely be an important teaching technology to establish exclusion responding.

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Spoken and signed naming of foods after receptive exclusion training in severe retardation

Cited by 34 publications

References 15 publications

Learning by exclusion in individuals with autism and Down syndrome

Learning by exclusion in individuals with autism and Down syndrome

Aprendizagem de Relações Auditivo-Visuais por Meio de Tentativas de Exclusão

Establishment of exclusion responding in children with autism spectrum disorder

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