A Comparison of Methods for Teaching Receptive Labeling to Children with Autism Spectrum Disorders: A Systematic Replication

Autor/inn/en	Grow, Laura L.; Kodak, Tiffany; Carr, James E.
Titel	A Comparison of Methods for Teaching Receptive Labeling to Children with Autism Spectrum Disorders: A Systematic Replication
Quelle	In: Journal of Applied Behavior Analysis, 47 (2014) 3, S.600-605 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.141
Schlagwörter	Autism; Pervasive Developmental Disorders; Teaching Methods; Receptive Language; Males; Conditioning; Discrimination Learning; Naming; Stimuli + Suchen Sie Ihr Suchwort? Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Rezeptive Kommunikationsfähigkeit; Male; Männliches Geschlecht; Lernen; Lernprozess; Anreizsystem
Abstract	Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore, 2011). The current study systematically replicated the earlier study by comparing the 2 approaches using progressive prompting with 2 boys with autism. The results showed that the conditional-only method was a more efficient and reliable teaching procedure than the simple-conditional method. The results further call into question the practice of teaching simple discriminations to facilitate acquisition of conditional discriminations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10