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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Description/Abstract

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.

Item Type: Article
ISSNs: 0891-4222 (print)
Related URLs:
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
ePrint ID: 18206
Date Deposited: 23 Jan 2006
Last Modified: 27 Mar 2014 18:08
Contact Email Address: r.e.remington@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/18206

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