Literaturnachweis - Detailanzeige
| Autor/inn/en | Bao, Shimin; Sweatt, Kristin T.; Lechago, Sarah A.; Antal, Sarah |
|---|---|
| Titel | The Effects of Receptive and Expressive Instructional Sequences on Varied Conditional Discriminations |
| Quelle | In: Journal of Applied Behavior Analysis, 50 (2017) 4, S.775-788 (14 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-8855 |
| DOI | 10.1002/jaba.404 |
| Schlagwörter | Autism; Pervasive Developmental Disorders; Intellectual Disability; Early Intervention; Receptive Language; Expressive Language; Outcomes of Treatment; Teaching Methods; Sequential Approach; Training |
| Abstract | Many Early Intensive Behavioral Intervention (EIBI) curricula recommend teaching receptive responding before targeting expressive responding (Leaf & McEachin, 1999; Lovaas, 2003). However, a small literature base suggests that teaching expressive responses first may be more efficient when teaching children with ASD and other developmental disabilities (Petursdottir & Carr, 2011). The present study employed an alternating treatments design to compare the effects of three instructional sequences to teach feature, function, and class to three children diagnosed with ASD: (a) receptive-expressive, (b) expressive-receptive, and (c) mixed. The results suggested that expressive-receptive was the most efficient training sequence for all three participants. Additionally, greater emergent responding was observed with the expressive-receptive training sequence. (As Provided). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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