Abstract
Two children with autism were assessed for preference between intersession distribution of mastered and unknown instructional trials on a computerized matching-to-sample task consisting of 12 total learning opportunities. Choice responses yielded presentation of either massed-trial sequencing (six unknown/six mastered stimuli relations or vice-versa) or alternating-trial sequencing delivery (alternation of unknown and mastered stimuli relations) followed by reinforcement for correct responses. An extinction condition served as an experimental control. Both children demonstrated a preference for the alternating-trial sequencing condition, and implications for instructional programming and possible effects to delays to higher rates of reinforcement are discussed.
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Acknowledgment
The authors would like to thank Mark R. Dixon for the comments on the previous draft of this manuscript.
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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.
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Informed consent was obtained from parents of all participants included in the study.
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Guilhardi, P., Smith, J., Rivera, C. et al. Learner Preference Between Massed- and Alternating-Trial Sequencing when Teaching Stimulus Relations to Children with Autism. Behav Analysis Practice 10, 77–82 (2017). https://doi.org/10.1007/s40617-016-0140-1
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DOI: https://doi.org/10.1007/s40617-016-0140-1