Stimulus overselectivity: Empirical basis and diagnostic methods.

Cipani, Ennio

doi:10.1037/h0100712

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…Second, the delivery of the IF in all learning trials may have hindered skill acquisition for secondary targets for Zoe and Samantha. The participants may have engaged in stimulus overselectivity, which is responding to stimuli based on restricted, incomplete, or irrelevant stimulus features (Cipani, 2012). Essentially, Zoe and Samantha may have responded to the most salient features (i.e., stimulus cards) to the exclusion of IF.…”

Section: Discussionmentioning

confidence: 99%

Teaching Problem Explanations Using Instructive Feedback

Tullis

Frampton

Delfs

et al. 2016

Analysis Verbal Behav

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Instructive feedback (IF) is a procedure in which extra information is presented to a participant during the consequence portion of instruction for other skills. Previous research has demonstrated that participants with intellectual disabilities may acquire a portion of non-targeted skills (secondary targets) without explicit instruction when extra information is presented. Previous research has demonstrated that IF has resulted in more efficient instruction for participants with disabilities as a whole. However, few studies have focused on participants with autism spectrum disorders (ASDs). Additionally, the measures of secondary target acquisition in past research have focused solely on discrete responses (e.g., one-word utterances). The current investigation extended the IF literature related to participants with ASD by including longer verbal responses as secondary targets and assessing maintenance for both primary and secondary targets. Across three participants, IF resulted in the acquisition of at least a portion of secondary targets without explicit teaching. For two participants, additional instruction was required before IF resulted in acquisition of secondary targets. Across all three participants, gains observed for both primary and secondary targets in intervention were maintained.

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Section: Discussionmentioning

confidence: 99%

Teaching Problem Explanations Using Instructive Feedback

Tullis

Frampton

Delfs

et al. 2016

Analysis Verbal Behav

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show abstract

“…Central to the design of effective educational programs is the ability to identify and modify sources of inaccurate or inconsistent responding. In the first article, Cipani (2012) provides a literature review of stimulus overselectivity, a phenomena that occurs when a learner responds to a restricted range of features of a compound stimulus. After a review of basic research on overselectivity, the article provides a diagnostic system for detecting error patterns that limit skill acquisition in discrimination learning tasks.…”

Section: Introductionmentioning

confidence: 99%

Editorials: Special issue on behavior analysis & education.

Bordieri¹,

Kellum²,

Wilson³

2012

The Behavior Analyst Today

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“…Researchers have suggested that blocking is likely related to stimulus overselectivity, in which some relevant properties of a compound stimulus fail to acquire stimulus control (e.g., Cengher, Budd, Farrell, & Fienup, 2018;Cipani, 2012;Farber, Dickson, & Dube, 2017;Lovaas, Schreibman, Koegel, & Rehm, 1971;Ploog, 2010). Such narrow attending may be maladaptive and is sometimes associated with children with autism (Dube et al, 2016;Lovaas et al, 1971).…”

mentioning

confidence: 99%

Blocking of Stimulus Control in Children with Autism

2021

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The present study aimed to investigate the blocking of stimulus control in three children with autism. We used a go/no-go procedure in a standard blocking paradigm. In Phase 1, we established one of two sounds or colored squares as a discriminative stimulus for touching a tablet screen. In Phase 2, a colored square was added to the sound or a sound was added to the colored square in a stimulus compound. The discrimination training continued as in Phase 1. We subsequently tested discriminative control by each of the single stimuli separately and by the compounds. Finally, after testing with no programmed consequences, we reestablished the original discrimination and replicated the test of stimulus control. The results support previous experiments by demonstrating that the establishment of discriminative control by a second stimulus by adding it to a previously established discriminative stimulus in a compound was blocked by the earlier discrimination training in all three participants. We discuss procedural details that may be critical to avoid the blocking of stimulus control in the applied field, particularly with respect to the acquisition of skills that involve multiple stimuli, such as joint attention, social referencing, and bidirectional naming.

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Stimulus overselectivity: Empirical basis and diagnostic methods.

Cited by 8 publications

References 21 publications

Teaching Problem Explanations Using Instructive Feedback

Teaching Problem Explanations Using Instructive Feedback

Editorials: Special issue on behavior analysis & education.

Blocking of Stimulus Control in Children with Autism

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