Effects of Differential Observing Responses on Observational Learning across Multiple Contingencies

Autor/inn/en	Blowers, Andrew P.; Luczynski, Kevin C.; McKeown, Ciobha A.
Titel	Effects of Differential Observing Responses on Observational Learning across Multiple Contingencies
Quelle	In: Journal of Applied Behavior Analysis, 54 (2021) 4, S.1385-1404 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blowers, Andrew P.) ORCID (Luczynski, Kevin C.) ORCID (McKeown, Ciobha A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.844
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Observational Learning; Stimuli; Generalization; Teaching Methods; Instructional Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Imitationslernen; Anreizsystem; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lernleistung; Schulerfolg
Abstract	Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden video, tact, receptive identification, and intraverbal contingencies. During preteaching, 2 children with autism spectrum disorder showed observational learning with some contingencies. After learning to engage in differential observing responses for observed behaviors and consequences with the hidden-video contingency, 1 child showed generalization of observational learning with receptive identification and intraverbals. Neither child showed generalization with the tact contingency. Thus, teaching was initiated with the tact contingency, which led to generalization of observational learning with tacts. The efficacy of teaching differential observing responses over observational learning was demonstrated. Inconsistent observational learning across contingencies suggests scientist-practitioners should assess observational learning across a variety of contingencies. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01