Teaching children with autism when reward is delayed: the effects of two kinds of marking stimuli
Teaching children with autism when reward is delayed: the effects of two kinds of marking stimuli
Three children with autism were taught to identify pictures of emotions in response to their spoken names. Their speed of acquisition was compared using a within-child alternating treatments design across three teaching conditions, each involving a 5 second delay to reinforcement. In the marked-before condition, an instruction encouraged the children to visually orient to the cards before they made their choice response; in the marked-after condition, an attention-eliciting verbal cue (e.g., “Look!”) was delivered after both correct and incorrect responses; in the delay condition, these marking cues were omitted. Performance in the no-cue control was inferior to both the marked-before and marked-after conditions, but the difference between the latter two conditions was not significant.
applied behavior analysis, associative learning, attention, delayed reinforcement, discrete-trial training, response marking
1-12
Grindle, Corinna F.
414db7cf-d343-4848-81c1-f6d2f92e77b1
Remington, Bob
87f75b79-4207-4b3a-8ad0-a8e4b26c010f
11 November 2005
Grindle, Corinna F.
414db7cf-d343-4848-81c1-f6d2f92e77b1
Remington, Bob
87f75b79-4207-4b3a-8ad0-a8e4b26c010f
Grindle, Corinna F. and Remington, Bob
(2005)
Teaching children with autism when reward is delayed: the effects of two kinds of marking stimuli.
Journal of Autism and Developmental Disorders, 35 (6), .
(doi:10.1007/s10803-005-0029-2).
Abstract
Three children with autism were taught to identify pictures of emotions in response to their spoken names. Their speed of acquisition was compared using a within-child alternating treatments design across three teaching conditions, each involving a 5 second delay to reinforcement. In the marked-before condition, an instruction encouraged the children to visually orient to the cards before they made their choice response; in the marked-after condition, an attention-eliciting verbal cue (e.g., “Look!”) was delivered after both correct and incorrect responses; in the delay condition, these marking cues were omitted. Performance in the no-cue control was inferior to both the marked-before and marked-after conditions, but the difference between the latter two conditions was not significant.
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Published date: 11 November 2005
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Epub ahead of print
Keywords:
applied behavior analysis, associative learning, attention, delayed reinforcement, discrete-trial training, response marking
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Local EPrints ID: 18205
URI: http://eprints.soton.ac.uk/id/eprint/18205
ISSN: 0162-3257
PURE UUID: b244e5a4-2c6b-4009-9cab-b9a03b7ba113
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Date deposited: 23 Jan 2006
Last modified: 15 Mar 2024 06:03
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Author:
Corinna F. Grindle
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