Premium
A COMPARISON OF THREE STRATEGIES FOR TEACHING OBJECT NAMES
Author(s) -
Cuvo Anthony J.,
Klevans Lori,
Borakove Shelley,
Borakove Larry S.,
Landuyt Jean Van,
Lutzker John R.
Publication year - 1980
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 - 10.1901/jaba.1980.13-249
Subject(s) - psychology , mentally retarded , object (grammar) , hebrew , factorial , point (geometry) , presentation (obstetrics) , multiple baseline design , cognitive psychology , factorial analysis , developmental psychology , mathematics education , artificial intelligence , linguistics , statistics , computer science , intervention (counseling) , psychiatry , medicine , mathematical analysis , philosophy , geometry , mathematics , radiology
Researchers in applied behavior analysis have been charged to provide large‐scale demonstrations of the outcomes of evaluations. In this research, three experiments were conducted to examine the relative efficacy of three methods of presenting stimuli in object naming tasks. Stimuli were introduced successively, simultaneously, or using a combination of the two procedures. College adults, mentally retarded children and adolescents, and preschool children were taught to produce the names of five Hebrew letters, English words, or American coins, respectively. Presentation method was a between‐subjects treatment in a factorial design. Results from the series of systematic replications were consistent in showing better posttest performance for subjects in the Simultaneous and Combined conditions. Further, follow‐up data in Experiment III showed that retention was also superior for subjects trained by the Simultaneous or Combined methods. Although the acquisition criterion was met in fewer trials by subjects in the Successive condition, only several minutes more training time was required by the Simultaneous and Combined conditions. From a cost‐effectiveness point of view, either of the latter two techniques should be favored over the Successive procedure for teaching verbal naming skills.