Using Multiple‐exemplar Training to Teach a Generalized Repertoire of Sharing to Children With Autism

Abstract

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes.

Evaluating the Emergence of Reverse Intraverbals in Children with Autism

“…In addition, results from the three participants from the present evaluation who demonstrated emergence of reverse intraverbals following intraverbal training support previous research (Marzullo-Kerth et al 2011;Reeve et al 2007;Sprague and Horner 1984;Stokes and Baer 1977) in demonstrating that training multiple exemplars concurrently in conjunction with a bidirectional stimulus-response teaching format (i.e., general case strategy) appears to be an effective training package that may promote emergence of reverse intraverbals for some children. Future studies could continue this line of research to determine the optimal number of exemplars to train concurrently.…”

“…It is possible that training with multiple A-B relation examples concurrently (rather than the pair of targets used in Perez-Gonzalez et al) would have facilitated generalization to subsequent reverse (B-A) intraverbal relations (Rosales et al 2011;Stokes and Baer 1977). Several researchers have employed this strategy to teach a variety of skills to children with autism including daily living skills, sharing, and offering assistance (e.g., Horner et al 1987;Marzullo-Kerth et al 2011;Reeve et al 2007). The findings of these studies support Stokes and Baer's (1977) assertion that generalization to untrained responses or stimulus conditions can be programmed through the training of sufficient exemplars.…”

Interventions Addressing Social Impairment in Autism

“…After removal of irrelevant articles, reviews, duplicates and grey literature, a total of 34 articles were included in the review. Seventeen articles used SSRD [15–18, 19•, 20, 21•, 22, 23•, 24–31] and seventeen used group designs [32, 33•, 34, 35•, 36•, 37, 38, 39••, 40••, 41••, 42, 43, 44•, 45•, 46–49], a shift from previous reviews in which there were few group designs.…”

“…These types of interventions generally are carried out in groups and led by an instructor in a clinical setting with direct teaching of social skills. A number of studies also augmented these group interventions with video modeling and feedback [17, 18, 19•, 24, 27, 29, 30]. …”

Efeitos Do Número De Exemplares Sobre Aquisição E Generalidade De Desempenho Em Crianças Diagnosticadas Com Transtorno Do Espectro Do Autismo (Tea)

“…Há alguns estudos na literatura que obtiveram resultados positivos de generalização do desempenho utilizando múltiplos exemplares de estímulos durante o ensino (Albright, Reeve, Reeve, & Kisamore, 2015;Dixon, Peach, & Daar, 2017;Fiorile & Greer, 2007;Frampton, Wymer, & Hansen, 2016;MacDonald & Ahearn, 2015;Marzullo-Kerth, Reeve, Reeve, & Townsend, 2011;Reeve, Reeve, Townsend, & Poulson, 2007;Silber & Martens, 2010). Devido às suas características, o ensino com múltiplos exemplares já prevê tais resultados devido à programação para a generalização desde suas fases iniciais.…”