ERIC Number: EJ731087
Record Type: Journal
Publication Date: 2004
Pages: 17
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0891-4222
EISSN: N/A
Teaching Children with Autism Using Conditioned Cue-Value and Response-Marking Procedures: A Socially Valid Procedure
Grindle, Corinna F.; Remington, Bob
Research in Developmental Disabilities: A Multidisciplinary Journal, v25 n5 p413-429 Sep-Oct 2004
Five children with autism were taught to match printed words to corresponding pictures. Participants' speed of learning was compared across three training conditions, each involving a 5-s delay of reinforcement, using a within-participants alternating treatments design. In the cue-value condition, a verbal phrase of approval (e.g., "good!") was delivered only after correct responses and again after a 5-s delay when a primary reinforcer was delivered; in the response-marking condition, an attention-eliciting verbal cue (e.g., "look!") was delivered after both correct and incorrect responses, but not prior to the primary reinforcer; in the delay only condition, there were no cues during a 5-s delay. Performance in the no-cue control was inferior to both the cue-value and response-marking conditions, but there was little difference between the latter two conditions. The implications of these results for facilitating learning in applied settings are discussed.
Descriptors: Reinforcement, Teaching Methods, Autism, Children, Conditioning, Patterned Responses, Learning Processes, Cues, Pictorial Stimuli
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A