The Facilitative Effects of Incidental Teaching on Preposition Use by Autistic Children

McGee, Gail G.; Krantz, Patricia J.; McClannahan, Lynn E.

doi:10.1901/jaba.1985.18-17

Cited by 198 publications

(125 citation statements)

References 18 publications

(25 reference statements)

Supporting

Mentioning

114

Contrasting

Unclassified

Order By: Relevance

“…While researchers found similar issues in PT/PE for ASD, the shortfalls in outcomes were attributed to issues with the treatment strategies rather than the influence of family factors. Therefore, researchers began to develop more naturalistic methods of intervention and to develop strategies specifically designed for PT/ PE programs (Hart and Risley, 1980;Koegel et al, 1987;McGee et al, 1985).…”

Section: Common Roots Of Pt/pe For Dbd and Asd: Operant Conditioningmentioning

confidence: 99%

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Brookman‐Frazee

Stahmer

Baker-Ericzén

et al. 2006

Clin Child Fam Psychol Rev

123

View full text Add to dashboard Cite

Empirical support exists for parent training/education (PT/PE) interventions for children with disruptive behavior disorders (DBD) and autism spectrum disorders (ASD). While the models share common roots, current approaches have largely developed independently and the research findings have been disseminated in two different literature traditions: mental health and developmental disabilities. Given that these populations often have overlapping clinical needs and are likely to receive services in similar settings, efforts to integrate the knowledge gained in the disparate literature may be beneficial. This article provides a systematic overview of the current (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005) empirical research on PT/PE for children with DBD and ASD; attending to factors for cross-fertilization. Twenty-two ASD and 38 DBD studies were coded for review. Literature was compared in three main areas: (1) research methodology, (2) focus of PT/PE intervention, and (3) PT/PE procedures. There was no overlap in publication outlets between the studies for the two populations. Results indicate that there are opportunities for cross-fertilization in the areas of (1) research methodology, (2) intervention targets, and (3) format of parenting interventions. The practical implications of integrating these two highly related areas of research are identified and discussed.

show abstract

Section: Common Roots Of Pt/pe For Dbd and Asd: Operant Conditioningmentioning

confidence: 99%

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Brookman‐Frazee

Stahmer

Baker-Ericzén

et al. 2006

Clin Child Fam Psychol Rev

123

View full text Add to dashboard Cite

show abstract

“…For example, McGee, Krantz, and McClannahan (1985) taught 3 participants to tact the location of stimuli using prepositions in DTT type training sessions compared to incidental teaching sessions. While the authors mention that the reinforcers (i.e., the same stimuli used during training) used for correct responses were "child-selected," they do not specifically state the use of a formal preference assessment for each participant, which is crucial to ensure an optimal DTT session.…”

mentioning

confidence: 99%

Teaching Receptive Discriminations to Children With Autism: A Comparison of Traditional and Embedded Discrete Trial Teaching

Geiger

Carr

LeBlanc

et al. 2012

Behav Analysis Practice

View full text Add to dashboard Cite

Discrete trial teaching (DTT) procedures have proven effective in teaching language to children with autism. Discrete trial teaching uses a highly structured, fast-paced format of instruction that is typically conducted in a oneto-one situation at a desk or table with minimal distractions. We compared this traditional model of DTT to a version of DTT in which instruction was embedded within the context of a more naturalistic, activity-based environment. However, all of the other characteristics of DTT (e.g., pacing, tight stimulus control, targets selected by the teacher) were retained. Receptive discriminations were taught to 2 4-year-old boys, diagnosed with autism in traditional or embedded DTT. Results showed that for both boys, traditional and embedded DTT were equally effective and efficient. Additionally, measures were collected on participant affect and a concurrent-chains preference evaluation was used to determine which teaching procedure was preferred by the participants. The two procedures produced similar levels of positive and negative affect and were equally preferred by 1 participant while embedded DTT produced more positive affect and was more preferred by the other. Keywords: autism, conditional discriminations, discrete-trial teaching, embedded instruction, listener behavior, receptive discriminations ABSTRACT D

show abstract

“…It is a quite frequent phenomenon that the behaviour gains obtained by children with autism do not generalise in the absence of training (e.g., Charlop-Christy et al, 2000;McGee et al, 1985). Thus, large numbers of training sessions may be necessary to provide subjects with sufficient history of performance so that their learnt behaviours will be more likely to be exhibited in natural or generalisation situations (e.g., Chandler, Lubeck, & Fowler, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…Effects of video modelling on training and generalisation of social initiation and reciprocal play by children with autism. European Journal of Behaviour Analysis,5,[1][2][3][4][5][6][7][8][9][10][11][12][13] 3 & Schreibman, 1979;McGee, Krantz, & McClannahan, 1985).…”

mentioning

confidence: 99%

Effects of Video Modelling on Training and Generalisation of Social Initiation and Reciprocal Play by Children With Autism

Nikopoulos¹,

Keenan

2004

European Journal of Behavior Analysis

View full text Add to dashboard Cite

Previous research using children with autism has shown that video modelling can be effective in enhancing a variety of skills. The present study was conducted to assess the effectiveness of video modelling intervention to promote social initiation and reciprocal play as well as to increase the likelihood of generalisation of the treatment gains across stimuli. Three children with autism participated in this study and experimental control was demonstrated using a multiple baseline across subjects design. Each child watched a short videotape showing a model and the experimenter engaged in a simple reciprocal play using one toy. When this behaviour was established, then programming for generalisation across four other toys in the absence of a videotape took place. For all children, video modelling appeared to enhance both the social initiation and play skills and also it facilitated the generalisation of this social behaviour across stimuli. The behaviour changes for these three children generalised across settings and subjects and maintained after a 1-and 3-month follow-up period.

show abstract

The Facilitative Effects of Incidental Teaching on Preposition Use by Autistic Children

Cited by 198 publications

References 18 publications

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Parenting Interventions for Children with Autism Spectrum and Disruptive Behavior Disorders: Opportunities for Cross-Fertilization

Teaching Receptive Discriminations to Children With Autism: A Comparison of Traditional and Embedded Discrete Trial Teaching

Effects of Video Modelling on Training and Generalisation of Social Initiation and Reciprocal Play by Children With Autism

Contact Info

Product

Resources

About