AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST-TO-MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM

被引：8
|
作者：
Humphreys, Tiffany [1 ]
Polick, Amy S. [1 ]
Howk, Laura L. [1 ]
Thaxton, Jackie R. [1 ]
Ivancic, Alison P. [1 ]
机构：
[1] Florida State Univ, Panama City, FL 32405 USA
来源：
JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2013年 / 46卷 / 02期
关键词：
autism; discriminative stimulus; intraverbal behavior; prompting;
D O I：
10.1002/jaba.43
中图分类号：
B849 [应用心理学];
学科分类号：
040203 ;
摘要：
A common recommendation with least-to-most prompting is to repeat the discriminative stimulus (S-D) with each successive prompt (Cooper, Heron, & Heward, 2007). However, few studies have evaluated this recommendation. We compared repeating the S-D to presenting the S-D once when teaching intraverbal behavior to children with autism. Results showed that both methods produced acquisition, and repeating the S-D produced no greater efficiency in acquisition.
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页码：534 / 538
页数：5
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