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ERIC Number: ED513606
Record Type: Non-Journal
Publication Date: 2009
Pages: 82
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1095-7336-7
A Comparison of Methods for Teaching Auditory-Visual Conditional Discriminations to Children with Autism Spectrum Disorders
Grow, Laura Lee
ProQuest LLC, Ph.D. Dissertation, Western Michigan University
Early and intensive behavioral intervention (EIBI) is an approach to treating the behavioral deficits and excesses observed in children with autism spectrum disorders. The magnitude of improvement in the overall functioning of children receiving EIBI has stimulated additional research and widespread clinical dissemination through the publication of EIBI curricular manuals. Many EIBI manuals recommend teaching conditional discriminations using the "simple/conditional method". Initially, component simple discriminations are taught in isolation and in the presence of a distracter stimulus. Finally, conditional discriminations, which include stimuli previously taught as simple discriminations, are presented to the learner. Although the "simple/conditional method" is often recommended in EIBI curricular manuals, issues of faulty stimulus control and overselectivity may arise as a result of the "simple/conditional method". As a result, 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. No studies to date have compared "simple/conditional" and "conditional only methods" for teaching conditional discriminations in applied settings. Therefore, the purpose of the current study was to compare the "simple/conditional" and "conditional only methods" for teaching auditory-visual conditional discriminations to children with autism spectrum disorders. Three children between the ages of 4 and 7 participated in the study. An adapted alternating treatments design was used to compare the two teaching procedures. The results indicated that the "conditional only method" was a more reliable teaching method. In addition, problematic error patterns emerged during training using the "simple/conditional method". The results are discussed in terms of the implications for current teaching practices in EIBI programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A