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Showing 1 to 15 of 25 results Save | Export
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Halbur, Mary; Kodak, Tiffany; Williams, Xi'an; Reidy, Jessi; Halbur, Christopher – Journal of Applied Behavior Analysis, 2021
A portion of children diagnosed with autism spectrum disorder (ASD) have difficulty acquiring conditional discrimination. However, previous researchers suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009; Uwer, et al., 2002). For example, a child may learn to touch a…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Discrimination Learning
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Feng, Hua; Chou, Wan-Chi; Lee, Gabrielle T. – Focus on Autism and Other Developmental Disabilities, 2017
This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results…
Descriptors: Autism, Pervasive Developmental Disorders, Stimuli, Responses
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Rieth, Sarah R.; Stahmer, Aubyn C.; Suhrheinrich, Jessica; Schreibman, Laura – Journal of Applied Behavior Analysis, 2015
Many individuals with autism spectrum disorders (ASD) display stimulus overselectivity, wherein a subset of relevant components in a compound stimulus controls responding, which impairs discrimination learning. The original experimental research on stimulus overselectivity in ASD was conducted several decades ago; however, interventions for…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Stimuli
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Ingvarsson, Einar T.; Kramer, Rachel L.; Carp, Charlotte L.; Pétursdóttir, Anna I.; Macias, Heather – Analysis of Verbal Behavior, 2016
We evaluated the use of a blocked-trials procedure to establish complex stimulus control over intraverbal responses. The participants were four young boys with a diagnosis of autism who had struggled to master intraverbals. The blocked-trials procedures involved presentation of stimuli in separate trial blocks. The trial blocks gradually reduced…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Communication, Responses
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Grow, Laura L.; Kodak, Tiffany; Carr, James E. – Journal of Applied Behavior Analysis, 2014
Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore, 2011).…
Descriptors: Autism, Pervasive Developmental Disorders, Teaching Methods, Receptive Language
Rieth, Sarah R.; Stahmer, Aubyn C.; Suhrheinrich, Jessica; Schreibman, Laura – Grantee Submission, 2015
Many individuals with autism spectrum disorders (ASD) display stimulus overselectivity, wherein a subset of relevant components in a compound stimulus controls responding, which impairs discrimination learning. The original experimental research on stimulus overselectivity in ASD was conducted several decades ago; however, interventions for…
Descriptors: Autism, Pervasive Developmental Disorders, Incidence, Stimuli
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Reed, Sarah R.; Stahmer, Aubyn C.; Suhrheinrich, Jessica; Schreibman, Laura – Journal of Autism and Developmental Disorders, 2013
Stimulus overselectivity is widely accepted as a stimulus control abnormality in autism spectrum disorders and subsets of other populations. Previous research has demonstrated a link between both chronological and mental age and overselectivity in typical development. However, the age at which children are developmentally ready to respond to…
Descriptors: Autism, Preschool Children, Cues, Mental Age
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Taylor, Bridget A.; DeQuinzio, Jaime A. – Behavior Modification, 2012
A skill essential for successful inclusion in general education settings is the ability to learn by observing others. Research, however, has documented children with autism display significant deficits in the fundamental skills necessary for observational learning. This article outlines the skills essential for observational learning from an…
Descriptors: Autism, Observational Learning, Basic Skills, Inclusion
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Reynolds, Gemma; Reed, Phil – Learning and Motivation, 2011
Stimulus over-selectivity refers to behavior being controlled by one element of the environment at the expense of other equally salient aspects of the environment. This is a common problem for many individuals, including those with autism spectrum disorders, and learning difficulties, and presents a considerable problem for information processing…
Descriptors: Learning Problems, Cues, Autism, Discrimination Learning
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Gutierrez, Anibal, Jr.; Hale, Melissa N.; O'Brien, Heather A.; Fischer, Aaron J.; Durocher, Jennifer S.; Alessandri, Michael – Research in Autism Spectrum Disorders, 2009
Discrete trial teaching procedures have been demonstrated to be effective in teaching a variety of important skills for children with autism spectrum disorders (ASD). Although all discrete trial programs are based in the principles of applied behavior analysis, some variability exists between programs with regards to the precise teaching…
Descriptors: Stimuli, Autism, Young Children, Program Effectiveness
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Ploog, Bertram O.; Kim, Nina – Journal of Autism and Developmental Disorders, 2007
Autistic and typical children mastered a simultaneous discrimination task with three sets of all-tactile compound stimuli. During training, responding to one stimulus (S+) resulted in rewards whereas responding to the alternative (S-) was extinguished. Test 1 was conducted with recombinations of S+ and S- elements. In Test 2, the test stimulus to…
Descriptors: Stimuli, Rewards, Autism, Task Analysis
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Brusa, Elizabeth; Richman, David – International Journal of Behavioral Consultation and Therapy, 2008
Stereotypic behavior exhibited by a third grade boy with autism was maintained by automatic reinforcement and occurrences of stereotypy were brought under stimulus control. The intervention consisted of pairing a green discriminative stimulus card (SD) with free access to stereotypy and a red card (SD absent) with vocal redirection and blocking…
Descriptors: Autism, Behavior Modification, Grade 3, Stereotypes
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Schreibman, Laura – Journal of Applied Behavior Analysis, 1975
Descriptors: Auditory Stimuli, Autism, Children, Discrimination Learning
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Freeman, B. J.; And Others – 1977
Examined were the effects of number of stimuli and of two different stimulus modalities on the discrimination learning of 17 autistic children (mean age 57 months). Discrimination training was carried out in three groups with varied light and sound stimuli. Among findings was that mental age was negatively correlated with trials to criterion and…
Descriptors: Auditory Stimuli, Autism, Discrimination Learning, Early Childhood Education
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Edwards, Jean L.; And Others – Journal of Autism and Childhood Schizophrenia, 1976
Descriptors: Auditory Stimuli, Autism, Case Studies, Children
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