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A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder

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Abstract

We compared the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words. Jon, a 6-year-old boy diagnosed with autism spectrum disorder, participated. Across three comparative evaluations, the conditional-only method resulted in fewer sessions to mastery than a modified simple-conditional method. Textual responses emerged after Jon mastered the sight words as receptive labels. Practitioners should avoid teaching component simple discriminations as a strategy for facilitating conditional discrimination training in clinical practice.

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Acknowledgments

This investigation was funded by Grant F12-01160 from University of British Columbia’s Hampton Fund Research Grant.

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Authors and Affiliations

  1. University of British Columbia, Vancouver, BC, Canada

    Laura L. Grow & Rebecca Van Der Hijde

  2. Department of Educational and Counselling Psychology and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada, V6T 1Z4

    Laura L. Grow

Authors
  1. Laura L. Grow
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  2. Rebecca Van Der Hijde
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Corresponding author

Correspondence to Laura L. Grow.

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Implications for Practice

• Compares the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words (i.e., listener skills, conditional discriminations)

• Demonstrates the emergence of textual responses after teaching receptive labeling of sight words

• Describes how instructors can increase textual responses by teaching receptive labeling skills

• Highlights the clinical usefulness of the conditional-only method for teaching receptive labeling skills

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Grow, L.L., Van Der Hijde, R. A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder. Behav Analysis Practice 10, 62–66 (2017). https://doi.org/10.1007/s40617-016-0133-0

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  • DOI: https://doi.org/10.1007/s40617-016-0133-0

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