Literaturnachweis - Detailanzeige
Autor/inn/en | Leaf, Justin B.; Leaf, Ronald; Leaf, Jeremy A.; Alcalay, Aditt; Ravid, Daniel; Dale, Stephanie; Kassardjian, Alyne; Tsuji, Kathleen; Taubman, Mitchell; McEachin, John; Oppenheim-Leaf, Misty L. |
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Titel | Comparing Paired-Stimulus Preference Assessments with In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation |
Quelle | In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 1, S.14-24 (11 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1088-3576 |
DOI | 10.1177/1088357616645329 |
Schlagwörter | Comparative Analysis; Preferences; Reinforcement; Stimuli; Learning; Skill Development; Autism; Pervasive Developmental Disorders; Preschool Children; Males; Evaluation Methods; Instructional Effectiveness; Behavior Modification; Young Children; Cognitive Development; Intelligence Tests; Behavior Rating Scales; Adjustment (to Environment); Vocabulary; Verbal Ability; Wechsler Preschool and Primary Scale of Intelligence; Vineland Adaptive Behavior Scales; Peabody Picture Vocabulary Test Positive Verstärkung; Anreizsystem; Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Male; Männliches Geschlecht; Unterrichtserfolg; Behaviour modification; Verhaltensänderung; Frühe Kindheit; Kognitive Entwicklung; Intelligence test; Intelligenztest; Wortschatz; Mündliche Leistung |
Abstract | Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |