A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder
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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.
KeywordsSight words Conditional discrimination Textual relation Verbal behavior
This investigation was funded by Grant F12-01160 from University of British Columbia’s Hampton Fund Research Grant.
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