AN EVALUATION OF REPEATING THE DISCRIMINATIVE STIMULUS WHEN USING LEAST‐TO‐MOST PROMPTING TO TEACH INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM | Zendy

Humphreys Tiffany | Zendy; Polick Amy S. | Zendy; Howk Laura L. | Zendy; Thaxton Jackie R. | Zendy; Ivancic Alison P. | Zendy

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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

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.

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