Teaching children with autism using conditioned cue-value and response-marking procedures: a socially valid procedure
Grindle, Corinna F. and Remington, Bob (2004) Teaching children with autism using conditioned cue-value and response-marking procedures: a socially valid procedure. Research in Developmental Disabilities, 25, (5), 413-429. (doi:10.1016/j.ridd.2003.09.003).
Full text not available from this repository.
Five children with autism were taught to match printed words to corresponding pictures. Participants’ speed of learning was compared across three training conditions, each involving a 5-s delay of reinforcement, using a within-participants alternating treatments design. In the cue-value condition, a verbal phrase of approval (e.g., "good!") was delivered only after correct responses and again after a 5-s delay when a primary reinforcer was delivered; in the response-marking condition, an attention-eliciting verbal cue (e.g., "look!") was delivered after both correct and incorrect responses, but not prior to the primary reinforcer; in the delay only condition, there were no cues during a 5-s delay. Performance in the no-cue control was inferior to both the cue-value and response-marking conditions, but there was little difference between the latter two conditions. The implications of these results for facilitating learning in applied settings are discussed.
|Digital Object Identifier (DOI):||doi:10.1016/j.ridd.2003.09.003|
|Keywords:||conditioned reinforcement, cue value, response marking, discrete-trial training, autistic children|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
R Medicine > RJ Pediatrics
|Divisions :||University Structure - Pre August 2011 > School of Psychology > Division of Human Wellbeing
|Accepted Date and Publication Date:||
|Date Deposited:||23 Jan 2006|
|Last Modified:||31 Mar 2016 11:34|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
Actions (login required)