The Role of Increased Exposure to Transfer‐of‐stimulus‐control Procedures on the Acquisition of Intraverbal Behavior

Coon, Jared T.; Miguel, Caio F.

doi:10.1901/jaba.2012.45-657

Cited by 77 publications

(91 citation statements)

References 31 publications

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“…Replication of the findings reported by Fisher et al (2007) and Kodak et al (2011) across participants and intervention sites is significant in light of evidence that suggests that the effects of specific prompting tactics may be sensitive to the instructional histories of individual learners (Coon & Miguel, 2012). In turn, it has been hypothesized that differences in instructional histories may lead to discrepant results when the same procedures are compared at different intervention sites (Ingvarsson & Le, 2011).…”

Section: Discussionmentioning

confidence: 82%

A Further Evaluation of Picture Prompts During Auditory‐visual Conditional Discrimination Training

Carp

Peterson

Arkel

et al. 2012

J of App Behav Analysis

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This study was a systematic replication and extension of Fisher, Kodak, and Moore (2007), in which a picture prompt embedded into a least‐to‐most prompting sequence facilitated acquisition of auditory‐visual conditional discriminations. Participants were 4 children who had been diagnosed with autism; 2 had limited prior receptive skills, and 2 had more advanced receptive skills. We used a balanced design to compare the effects of picture prompts, pointing prompts, and either trial‐and‐error learning or a no‐reinforcement condition. In addition, we assessed the emergence of vocal tacts for the 2 participants who had prior tact repertoires. Picture prompts enhanced acquisition for all participants, but there were no differential effects on tact emergence. The results support a generality of the effect reported by Fisher et al. and suggest that a variety of learners may benefit from the incorporation of picture prompts into auditory‐visual conditional discrimination training.

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Section: Discussionmentioning

confidence: 82%

A Further Evaluation of Picture Prompts During Auditory‐visual Conditional Discrimination Training

Carp

Peterson

Arkel

et al. 2012

J of App Behav Analysis

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show abstract

“…It should be noted that the subjects had experience only with the model and ASR procedures during their regular instructional programming at the treatment facility (therapists did not use the error-statement or DR procedures), which may have influenced the outcomes of the assessment (Coon & Miguel, 2012). The generality of the initial assessment across other types of errorcorrection procedures, skills, and learners also should be established.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Coon and Miguel (2012) found that an immediate history with specific types of prompts (echoic vs. tact) altered the effectiveness of those prompts for teaching intraverbal responses. For example, Coon and Miguel (2012) found that an immediate history with specific types of prompts (echoic vs. tact) altered the effectiveness of those prompts for teaching intraverbal responses.…”

mentioning

confidence: 99%

An assessment of error-correction procedures for learners with autism

McGhan¹,

Lerman

2013

Journal of Applied Behavior Analysis

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Prior research indicates that the relative effectiveness of different error-correction procedures may be idiosyncratic across learners, suggesting the potential benefit of an individualized assessment prior to teaching. In this study, we evaluated the reliability and utility of a rapid error-correction assessment to identify the least intrusive, most effective procedure for teaching discriminations to 5 learners with autism. The initial assessment included 4 commonly used error-correction procedures. We compared the total number of trials required for the subject to reach the mastery criterion under each procedure. Subjects then received additional instruction with the least intrusive procedure associated with the fewest number of trials and 2 less effective procedures from the assessment. Outcomes of the additional instruction were consistent with those from the initial assessment for 4 of 5 subjects. These findings suggest that an initial assessment may be beneficial for identifying the most appropriate error-correction procedure.

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“…A final factor to consider includes each participant's learning history. Considerations such as each participant's experience with a particular teaching strategy may have affected their performance in the current study (Coon & Miguel, 2012;Pipkin & Vollmer, 2009); especially for those participants who had an extensive history with learning via methods of applied behavior analysis that involved trials of matching-tosample (i.e., conditional discrimination). Future research should attempt to either control for or directly manipulate participants' history of reinforcement with CDT and SFP.…”

Section: Discussionmentioning

confidence: 99%

Establishing Derived Textual Activity Schedules in Children With Autism

Sprinkle

Miguel

2013

Behavioral Interventions

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Children with autism are frequently taught to follow picture activity schedules to increase independence in task engagement and transitions. As textual behavior allows for greater independence and efficiency in responding, schedules should rapidly become textual in form. Previous research has shown the effectiveness of conditional discrimination training and superimposition and fading procedures in establishing textual control. The current study evaluated the effectiveness of these procedures in establishing derived textual control in activity schedules. Participants included two children with autism (ages 3 and 8 years). Following the demonstration of proficiency in picture activity schedules, participants were exposed to superimposition and fading and conditional discrimination training in an alternating treatments design. Pretest-posttest measures were used to evaluate emergent relations among stimuli. Conditional discrimination training was superior to stimulus fading for emergent relations. The participants showed no clear difference between the procedures related to derived textual control.

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The Role of Increased Exposure to Transfer‐of‐stimulus‐control Procedures on the Acquisition of Intraverbal Behavior

Cited by 77 publications

References 31 publications

A Further Evaluation of Picture Prompts During Auditory‐visual Conditional Discrimination Training

A Further Evaluation of Picture Prompts During Auditory‐visual Conditional Discrimination Training

An assessment of error-correction procedures for learners with autism

Establishing Derived Textual Activity Schedules in Children With Autism

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