Effects of Serial and Concurrent Training on Receptive Identification Tasks: A Systematic Replication

Autor/inn/en	Wunderlich, Kara L.; Vollmer, Timothy R.
Titel	Effects of Serial and Concurrent Training on Receptive Identification Tasks: A Systematic Replication
Quelle	In: Journal of Applied Behavior Analysis, 50 (2017) 3, S.641-652 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.401
Schlagwörter	Receptive Language; Autism; Pervasive Developmental Disorders; Preschool Children; Developmental Delays; Generalization; Behavior Modification; Evaluation Methods; Phoneme Grapheme Correspondence; Training Methods + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsverzögerung; Behaviour modification; Verhaltensänderung; Didaktik; Trainingsmaßnahme
Abstract	The current study compared the use of serial and concurrent methods to train multiple exemplars when teaching receptive language skills, providing a systematic replication of Wunderlich, Vollmer, Donaldson, and Phillips (2014). Five preschoolers diagnosed with developmental delays or autism spectrum disorders were taught to receptively identify letters or letter sounds. Subjects learned the target stimuli slightly faster in concurrent training and a high degree of generalization was obtained following both methods of training, indicating that both the serial and concurrent methods of training are efficient and effective instructional procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01