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TRAINING AND GENERALIZATION OF AFFECTIVE BEHAVIOR DISPLAYED BY YOUTH WITH AUTISM
Author(s) -
Gena Angeliki,
Krantz Patricia J.,
McClannahan Lynn E.,
Poulson Claire L.
Publication year - 1996
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.1996.29-291
Subject(s) - psychology , autism , praise , multiple baseline design , generalization , reinforcement , developmental psychology , nonverbal communication , applied behavior analysis , clinical psychology , cognitive psychology , psychotherapist , intervention (counseling) , social psychology , psychiatry , mathematical analysis , mathematics
The purpose of this study was to teach contextually appropriate affective behavior to 4 youths with autism. Treatment consisted of modeling, prompting, and reinforcement introduced in a multiple baseline design across response categories of affective behavior. During treatment, verbal praise and tokens were delivered contingent on appropriate affective responding during training trials. Modeling and verbal prompting were used as correction procedures. Each youth received treatment in either three or four response categories. Treatment systematically increased responding within the response categories for all 4 participants, with effects being specific to the affective response categories under treatment. Treatment effects occurred across untrained scenarios, therapists, time, and settings, suggesting that generalization had occurred.