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