Observational learning and children with autism: discrimination training of known and unknown stimuli

2018 ◽  
Vol 51 (4) ◽  
pp. 802-818 ◽  
Author(s):  
Jaime A. DeQuinzio ◽  
Bridget A. Taylor ◽  
Brittany J. Tomasi
Keyword(s):  
Discrimination Training ◽  
Observational Learning ◽  
Children With Autism

Error correction in discrimination training for children with autism

2006 ◽  
Vol 21 (4) ◽  
pp. 245-263 ◽  
Author(s):  
Tristram Smith ◽  
Daniel W. Mruzek ◽  
Leigh Ann Wheat ◽  
Carrie Hughes
Keyword(s):  
Error Correction ◽  
Discrimination Training ◽  
Children With Autism

Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning

2015 ◽  
Vol 48 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Jaime Ann DeQuinzio ◽  
Bridget A. Taylor
Keyword(s):  
Observational Learning ◽  
Children With Autism

Teaching observational learning to children with autism

2015 ◽  
Vol 48 (4) ◽  
pp. 800-816 ◽  
Author(s):  
Jacquelyn MacDonald ◽  
William H. Ahearn
Keyword(s):  
Observational Learning ◽  
Children With Autism

Effects of operant discrimination training on the vocalizations of nonverbal children with autism

2013 ◽  
Vol 46 (3) ◽  
pp. 656-661 ◽  
Author(s):  
Tracy L. Lepper ◽  
Anna Ingeborg Petursdottir ◽  
Barbara E. Esch
Keyword(s):  
Discrimination Training ◽  
Children With Autism ◽  
Operant Discrimination ◽  
Operant Discrimination Training ◽  
Nonverbal Children

Observational Learning and Children With Autism

2012 ◽  
Vol 36 (3) ◽  
pp. 341-360 ◽  
Author(s):  
Bridget A. Taylor ◽  
Jaime A. DeQuinzio
Keyword(s):  
Observational Learning ◽  
Children With Autism

Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder

2018 ◽  
Vol 52 (2) ◽  
pp. 541-556 ◽  
Author(s):  
Julie E. Cubicciotti ◽  
Jason C. Vladescu ◽  
Kenneth F. Reeve ◽  
Regina A. Carroll ◽  
Lauren K. Schnell
Keyword(s):  
Autism Spectrum Disorder ◽  
Discrimination Training ◽  
Conditional Discrimination ◽  
Stimulus Presentation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Presentation Order ◽  
Spectrum Disorder ◽  
Conditional Discrimination Training

scholarly journals Blocking of Stimulus Control in Children with Autism

2021 ◽  
Author(s):  
Heidi Skorge Olaff ◽  
Monica Vandbakk ◽  
Per Holth
Keyword(s):  
Discrimination Training ◽  
Discriminative Stimulus ◽  
Stimulus Control ◽  
Applied Field ◽  
Phase 1 ◽  
Children With Autism ◽  
Social Referencing ◽  
Discriminative Control ◽  
Phase 2 ◽  
Stimulus Compound

AbstractThe present study aimed to investigate the blocking of stimulus control in three children with autism. We used a go/no-go procedure in a standard blocking paradigm. In Phase 1, we established one of two sounds or colored squares as a discriminative stimulus for touching a tablet screen. In Phase 2, a colored square was added to the sound or a sound was added to the colored square in a stimulus compound. The discrimination training continued as in Phase 1. We subsequently tested discriminative control by each of the single stimuli separately and by the compounds. Finally, after testing with no programmed consequences, we reestablished the original discrimination and replicated the test of stimulus control. The results support previous experiments by demonstrating that the establishment of discriminative control by a second stimulus by adding it to a previously established discriminative stimulus in a compound was blocked by the earlier discrimination training in all three participants. We discuss procedural details that may be critical to avoid the blocking of stimulus control in the applied field, particularly with respect to the acquisition of skills that involve multiple stimuli, such as joint attention, social referencing, and bidirectional naming.

scholarly journals Teaching Observational Learning to Children with Autism: Pedagogical Advancements for the Scientist-Practitioner

2018 ◽  
Vol 2 (2) ◽  
pp. 319
Author(s):  
Nicole Luke ◽  
Nimi Singh
Keyword(s):  
Research Design ◽  
Observational Learning ◽  
Single Case ◽  
Children With Autism ◽  
Multiple Baseline ◽  
Educational Setting ◽  
Generalized Imitation ◽  
Case Research ◽  
Model Response ◽  
Single Case Research

<p>Observational learning is an important skill for all children to acquire. Children with autism often do not demonstrate this skill nor do they learn it on their own.<strong> </strong>The present study, using a multiple baseline across participants, single case, research design, investigated the effects of using a peer-yoked contingency game with four male participants with autism, aged 4-7 years. Each participant was presented with a simple labeling task while his friend was seated beside him. Participants had the same partners throughout the treatment. Once the model response was emitted, the teacher presented the same task to the observing boy. Data were collected on correctly observed and emitted responses during the game. Pre- and post probes and tests were conducted for observational learning, generalized imitation, and learned reinforcement for peers. Results from this study provide support for the use of the peer-yoked contingency game as a method for increasing observational learning in children with autism. All four participants increased their correct responding to specific tasks and increased their demonstration of observational learning in a natural educational setting. Evidence of increased interest in peers was also observed. The present study provides support for the use of the peer-yoked contingency game to teach observational learning.</p>

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