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).
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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.
|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
|Date Deposited:||23 Jan 2006|
|Last Modified:||27 Mar 2014 18:08|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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