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Teaching children with autism using conditioned cue-value and response-marking procedures: a socially valid procedure

Record type: Article

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.

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Citation

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), pp. 413-429. (doi:10.1016/j.ridd.2003.09.003).

More information

Published date: September 2004
Keywords: conditioned reinforcement, cue value, response marking, discrete-trial training, autistic children

Identifiers

Local EPrints ID: 18206
URI: http://eprints.soton.ac.uk/id/eprint/18206
ISSN: 0891-4222
PURE UUID: 2cf37033-ab83-4e00-84fe-4802058ef990

Catalogue record

Date deposited: 23 Jan 2006
Last modified: 17 Jul 2017 16:36

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Contributors

Author: Corinna F. Grindle
Author: Bob Remington

University divisions


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