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Teaching On-Task Rollerblading and Ice-Skating to a Child with Autism

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Abstract

The present study used a multi-component intervention package to teach on-task rollerblading and ice-skating to a boy with autism. Intervention consisted of response prompts, stimulus prompts, multiple-exemplar training, and a conditioned reinforcement system. The participant learned to remain on-task while rollerblading in a circular route marked by cones for up to 26 min. Both stimulus and response generalization of skating were demonstrated in a variety of non-training settings, including ice-skating at a rink.

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Authors and Affiliations

  1. Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Ave., Caldwell, NJ, 07006, USA

    Stacey Bord, Tina M. Sidener & Kenneth F. Reeve

  2. Garden Academy, West Orange, NJ, USA

    David W. Sidener

Authors
  1. Stacey Bord
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  2. Tina M. Sidener
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  3. Kenneth F. Reeve
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  4. David W. Sidener
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Corresponding author

Correspondence to Tina M. Sidener.

Ethics declarations

This research received no direct grants or funding.

Ethical Approval

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.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

An active leisure skill can be taught relatively quickly.

Generalization occurred from rollerblading to ice-skating.

An auditory conditioned reinforcement system can be used without interrupting the learner’s performance.

Stimulus and response prompts can be used and systematically faded together.

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Bord, S., Sidener, T.M., Reeve, K.F. et al. Teaching On-Task Rollerblading and Ice-Skating to a Child with Autism. Behav Analysis Practice 10, 178–182 (2017). https://doi.org/10.1007/s40617-016-0150-z

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  • DOI: https://doi.org/10.1007/s40617-016-0150-z

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