Literature DB >> 15669408

Comparison of two procedures for teaching dictated-word/symbol relations to learners with autism.

Kathleen M Clark1, Gina Green.   

Abstract

The efficacy of exclusion and delayed-cue procedures for establishing novel dictated-word/symbol relations with 2 boys with autism was compared using computerized match-to-sample procedures. Acquisition of the relations under the two training conditions was compared via an alternating treatments design. The delayed-cue procedure was more efficacious than the exclusion procedure in four of five comparisons across participants.

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Mesh：

Year:  2004        PMID： 15669408      PMCID： PMC1284526          DOI： 10.1901/jaba.2004.37-503

Source DB:  PubMed          Journal:  J Appl Behav Anal        ISSN： 0021-8855


  1 in total

1.  Investigating the generality of the delayed-prompt effect.

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Journal:  Res Dev Disabil       Date:  1993 Nov-Dec
  1 in total
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Review 5.  A review of technology-based interventions to teach academic skills to students with autism spectrum disorder.

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8.  The role of increased exposure to transfer-of-stimulus-control procedures on the acquisition of intraverbal behavior.

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9.  The influences of guiding cues on motor skill autonomy in rats.

Authors:  Alliston K Reid; Grace Demarco; Kelsey Smith; Theodore Fort; Erica Cousins
Journal:  Learn Behav       Date:  2013-12       Impact factor: 1.986

10.  Embedding an identity-matching task within a prompting hierarchy to facilitate acquisition of conditional discriminations in children with autism.

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Journal:  J Appl Behav Anal       Date:  2007
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