Abstract:
:Many early intervention curricular manuals recommend teaching auditory-visual conditional discriminations (i.e., receptive labeling) using the simple-conditional method in which component simple discriminations are taught in isolation and in the presence of a distracter stimulus before the learner is required to respond conditionally. Some have argued that this procedure might be susceptible to faulty stimulus control such as stimulus overselectivity (Green, 2001). Consequently, there has been a call for the use of alternative teaching procedures such as the conditional-only method, which involves conditional discrimination training from the onset of intervention. The purpose of the present study was to compare the simple-conditional and conditional-only methods for teaching receptive labeling to 3 young children diagnosed with autism spectrum disorders. The data indicated that the conditional-only method was a more reliable and efficient teaching procedure. In addition, several error patterns emerged during training using the simple-conditional method. The implications of the results with respect to current teaching practices in early intervention programs are discussed.
journal_name
J Appl Behav Analjournal_title
Journal of applied behavior analysisauthors
Grow LL,Carr JE,Kodak TM,Jostad CM,Kisamore ANdoi
10.1901/jaba.2011.44-475subject
Has Abstractpub_date
2011-10-01 00:00:00pages
475-98issue
3eissn
0021-8855issn
1938-3703pii
7-10journal_volume
44pub_type
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