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AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST‐TO‐MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM
Author(s) -
Humphreys Tiffany,
Polick Amy S.,
Howk Laura L.,
Thaxton Jackie R.,
Ivancic Alison P.
Publication year - 2013
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.43
Subject(s) - stimulus control , autism , psychology , discriminative model , stimulus (psychology) , audiology , reinforcement , developmental psychology , autism spectrum disorder , cognitive psychology , neuroscience , artificial intelligence , medicine , social psychology , computer science , nicotine
Abstract A common recommendation with least‐to‐most prompting is to repeat the discriminative stimulus (S D ) with each successive prompt (Cooper, Heron, & Heward, 2007). However, few studies have evaluated this recommendation. We compared repeating the S D to presenting the S D once when teaching intraverbal behavior to children with autism. Results showed that both methods produced acquisition, and repeating the S D produced no greater efficiency in acquisition.