A Comparison of Error-Correction Procedures within Audio-Visual Conditional Discrimination Training

Autor/inn/en	Moore, James W.; Russo, Kayla; Gilfeather, Angelina; Whipple, Heather M.; Stanford, Greg
Titel	A Comparison of Error-Correction Procedures within Audio-Visual Conditional Discrimination Training
Quelle	In: Journal of Behavioral Education, 27 (2018) 4, S.532-543 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moore, James W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-018-9305-z
Schlagwörter	Error Correction; Children; Autism; Pervasive Developmental Disorders; Conditioning; Discrimination Learning; Reinforcement; Comparative Analysis; Males; Audiovisual Aids + Suchen Sie Ihr Suchwort? Korrektur; Child; Kind; Kinder; Autismus; Lernen; Lernprozess; Positive Verstärkung; Male; Männliches Geschlecht; Audiovisuelles Medium
Abstract	Children with autism spectrum disorders (ASD) often emit errors during the establishment of conditional discriminations. These children may not respond to more traditional error-correction procedures, such as least-to-most prompting. In this study, we compared two other types of error-correction procedures, namely embedding an identity-matching task as a differential observing response (DOR; Fisher et al. in J Appl Behav Anal 40:489-499, 2007) compared with a second-order fixed ratio 3/fixed ratio 1 (FR3 FR1) schedule with response cost procedure (Fisher et al. in J Appl Behav Anal 47:738-748, 2014). Results garnered from a multiple baseline design with embedded adapted alternating treatment design components demonstrated that the identity-matching/DOR procedure lead to superior acquisition of conditional discriminations for two boys with ASD. These findings suggest that for audio-conditional discrimination training, the identity-matching/DOR method may be more effective over the second-order FR3 FR1 with response cost approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01