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Comparing the effects of massed and distributed practice on skill acquisition for children with autism
Author(s) -
Haq Shaji S.,
Kodak Tiffany,
KurtzNelson Evangeline,
Porritt Marilynn,
Rush Kristin,
Cariveau Tom
Publication year - 2015
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.213
Subject(s) - autism , psychology , typically developing , developmental psychology , clinical practice , dreyfus model of skill acquisition , applied psychology , cognitive psychology , physical therapy , medicine , economic growth , economics
We replicated and extended the findings of Haq and Kodak (2015) by evaluating the efficiency of massed and distributed practice for teaching tacts and textual and intraverbal behavior to 3 children with autism. Massed practice included all practice opportunities conducted on 1 day during each week, and distributed practice included practice opportunities conducted across several days during the week. The results indicated that distributed practice was more efficient for all participants. Suggested areas for future research and implications for practice are discussed.