Conditional Use of a Request for Assistance: Considering Generalization

Autor/inn/en	Reichle, Joe; Byiers, Breanne J.; Reeve, Amanda
Titel	Conditional Use of a Request for Assistance: Considering Generalization
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 2, S.80-90 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357616647349
Schlagwörter	Pervasive Developmental Disorders; Autism; Preschool Children; Intervention; Difficulty Level; Reinforcement; Diagnostic Tests; Observation; Intelligence Tests; Verbal Ability; Vocabulary; Generalization; Video Technology; Modeling (Psychology); Stimuli; Developmental Disabilities; Behavior Problems; Severe Disabilities; Autism Diagnostic Observation Schedule; Peabody Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schwierigkeitsgrad; Positive Verstärkung; Diagnostic test; Diagnostischer Test; Beobachtung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Modeling; Modelling; Modellierung; Anreizsystem; Entwicklungsstörung; Severe disability; Schwerbehinderung
Abstract	Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the newly established behavior in new contexts but does (over-generalization). This study was designed to evaluate the generalization errors of a preschooler with ASD. Following an intervention in which the participant was taught to request assistance with difficult tasks using a continuous reinforcement schedule, generalization gradients across levels of task difficulty were implemented to examine patterns of generalization. Initial results showed over-generalization of assistance requests and corresponding reductions in independent (the absence of any instructional prompts) task completion across all levels of task difficulty. A final phase involving competing schedules of reinforcement for assistance requests and independent work with video modeling led to improved conditional use of assistance requests. Implications for teaching conditional use of assistance requests are discussed. (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