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Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism

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Abstract

We used a delayed non-concurrent pre- and post-intervention probe design to test the effects of a voice conditioning protocol (VCP) with 3 preschoolers with autism on (a) rate of acquisition of listener curricular objectives, (b) observing voices and the presence of adults across 3 settings, (c) selecting to listen to adults tell stories in free play setting, and (d) the occurrence of stereotypy in the story setting. The VCP conditioned voices as reinforcers for listening to recordings of voices via stimulus-stimulus pairing, which resulted in the children listening to audio recordings of voices in 90% of intervals in 5-min concurrent-operant preference tests. After voices became conditioned reinforcers, all 3 children’s learning accelerated; 2 children’s observing responses increased in the 3 settings; and 2 children selected to listen to stories and also showed decreased stereotypy in the story setting. The data suggest that conditioned reinforcement for observing responses may be a verbal behavior developmental cusp that acts to accelerate learning that involves listening, and that the cusp may be induced using the VCP.

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Authors and Affiliations

  1. Teachers College, Columbia University, USA

    R. Douglas Greer, Nirvana Pistoljevic, Claire Cahill & Lin Du

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  1. R. Douglas Greer
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Correspondence to R. Douglas Greer.

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Greer, R.D., Pistoljevic, N., Cahill, C. et al. Effects of Conditioning Voices as Reinforcers for Listener Responses on Rate of Learning, Awareness, and Preferences for Listening to Stories in Preschoolers With Autism. Analysis Verbal Behav 27, 103–124 (2011). https://doi.org/10.1007/BF03393095

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