Advertisement

Behavior Analysis in Practice

, Volume 10, Issue 1, pp 62–66 | Cite as

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

  • Laura L. Grow
  • Rebecca Van Der Hijde
Brief Practice

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.

Keywords

Sight words Conditional discrimination Textual relation Verbal behavior 

Notes

Acknowledgments

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

References

  1. Fisher, W., Piazza, C., Bowman, L., & Amari, A. (1996). Integrating caregiver report with a systematic choice assessment to enhance reinforcer identification. American Journal on Mental Retardation, 10, 15–25.Google Scholar
  2. Green, G. (2001). Behavior analytic instruction for learners with autism: advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16, 72–85. doi: 10.1177/108835760101600203.
  3. Grow, L. L., Carr, J. E., Kodak, T., Jostad, C. M., & Kisamore, A. N. (2011). A comparison of methods for teaching receptive labeling to children with autism spectrum disorders. Journal of Applied Behavior Analysis, 44, 475–498. doi: 10.1901/jaba.2011.44-475.
  4. Grow, L. L., Kodak, T., & Carr, J. E. (2014). A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: a systematic replication. Journal of Applied Behavior Analysis, 47, 600–605. doi: 10.1002/jaba.141.CrossRefPubMedGoogle Scholar
  5. Grow, L., & LeBlanc, L. (2013). Teaching receptive language skills: recommendations for instructors. Behavior Analysis in Practice, 6, 56–75. doi: 10.1007/s10803-015-2407-8.PubMedPubMedCentralGoogle Scholar
  6. Holmes, E. J., Eikeseth, S., & Schulze, K. A. (2015). Teaching individuals with autism receptive labeling skills involving conditional discriminations: a comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking. Research in Autism Spectrum Disorders, 11, 1–12. doi: 10.1016/j.rasd.2014.11.013.CrossRefGoogle Scholar
  7. Kobari-Wright, V. V., & Miguel, C. F. (2014). The effects of listener training on the emergence of categorization and speaker behavior in children with autism. Journal of Applied Behavior Analysis, 47, 431–436. doi: 10.1002/jaba.115.CrossRefPubMedGoogle Scholar
  8. Lovaas, O. I. (2003). Teaching individuals with developmental delays: basic intervention techniques. Austin, TX: Pro-Ed.Google Scholar
  9. Petursdottir, A. I., & Aguilar, G. (2015). Order of stimulus presentation influences children’s acquisition in receptive identification tasks. Journal of Applied Behavior Analysis. doi: 10.1002/jaba.264.PubMedGoogle Scholar
  10. Shabani, D. B., & Lam, W. Y. (2013). A review of comparison studies in applied behavior analysis. Behavioral Interventions, 28, 158–183. doi: 10.1002/bin.1361.CrossRefGoogle Scholar
  11. Sindelar, P., Rosenberg, M., & Wilson, R. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67–76. doi: 10.1177/01454455155832.Google Scholar
  12. Vedora, J., & Grandelski, K. (2015). A comparison of methods for teaching receptive labeling to toddlers with autism. Journal of Applied Behavior Analysis, 48, 188–193. doi: 10.1002/jaba.167.CrossRefPubMedGoogle Scholar
  13. Yaw, J., Skinner, C. H., Maurer, K., Skinner, A. L., Cihak, D., Wilhoit, B., et al. (2014). Measurement scale influences in the evaluation of sight-word reading interventions. Journal of Applied Behavior Analysis, 47, 360–379. doi: 10.1002/jaba.126.CrossRefPubMedGoogle Scholar

Copyright information

© Association for Behavior Analysis International 2016

Authors and Affiliations

  1. 1.University of British ColumbiaVancouverCanada
  2. 2.Department of Educational and Counselling Psychology and Special EducationUniversity of British ColumbiaVancouverCanada

Personalised recommendations