A Novel Method for Teaching the First Instances of Simple Discrimination to Nonverbal Children with Autism in a Laboratory Environment

Lionello-Denolf, Karen M.; Barros, Romariz da Silva; McIlvane, William J.

doi:10.1007/bf03395613

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…The recommendations of Gerard et al (2014) represent a particularly refined approach to trial distribution undoubtedly influenced by decades of research from their lab suggesting that these arrangements may inadvertently affect a learner's performance (e.g., Lionello-DeNolf et al, 2008; Stoddard & McIlvane, 1986). Despite the relevance of these recommendations, measures of procedural integrity may not include an analysis of stimulus position across trials or similar recommendations, particularly when using automated procedures.…”

Section: Discussionmentioning

confidence: 99%

Validation of a tablet-based program for skill acquisition research.

Ellington¹,

Cariveau²,

Kennedy³

et al. 2023

Behavior Analysis: Research and Practice

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Simple and conditional discrimination training programs are commonly presented in simultaneous discrimination arrangements, which include an array of two or more comparisons. Several descriptive studies have found that these arrangements may be associated with low levels of procedural integrity, which may also affect or even prevent learning. Automated systems may offer several advantages to human-implemented procedures, although computer- or tablet-based paradigms are rarely described in the skill acquisition literature. The current study used a modified version of Smith and Greer’s (2022) validation model to evaluate the technical adequacy of Testable, a web-based software program used to conduct behavioral and psychological experiments, when presenting simple and conditional discrimination tasks. The findings of the five-step model suggested that Testable successfully executed all experimenter-defined conditions and parameters. Moreover, the program reliably recorded response latency, correct responding, and response position. These findings are considered along with recent discussion regarding procedural integrity risk classifications in behavior analytic research.

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Section: Discussionmentioning

confidence: 99%

Validation of a tablet-based program for skill acquisition research.

Ellington¹,

Cariveau²,

Kennedy³

et al. 2023

Behavior Analysis: Research and Practice

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“…Lionello-Denolf et al, 2008;Pierce and Schreibman, 1994;Wilkinson et al, 2009). This work has been important from an applied and educational perspective, but for the most part, it has not been included in mainstream research on ASD, largely because it has been presented and published in specialized outlets.…”

mentioning

confidence: 97%

“…Within the tradition of applied behavior analysis (ABA), there are many published studies on minimally verbal individuals with ASD or intellectual disability (often not separated by diagnosis), based on single subject designs (e.g. Lionello-Denolf et al, 2008; Pierce and Schreibman, 1994; Wilkinson et al, 2009). This work has been important from an applied and educational perspective, but for the most part, it has not been included in mainstream research on ASD, largely because it has been presented and published in specialized outlets.…”

mentioning

confidence: 99%

Conducting research with minimally verbal participants with autism spectrum disorder

Tager–Flusberg

Skwerer

Joseph

et al. 2016

Autism

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A growing number of research groups are now including older minimally verbal individuals with autism spectrum disorder in their studies to encompass the full range of heterogeneity in the population. There are numerous barriers that prevent researchers from collecting high-quality data from these individuals, in part because of the challenging behaviors with which they present alongside their very limited means for communication. In this article, we summarize the practices that we have developed, based on applied behavioral analysis techniques, and have used in our ongoing research on behavioral, eye-tracking, and electrophysiological studies of minimally verbal children and adolescents with autism spectrum disorder. Our goal is to provide the field with useful guidelines that will promote the inclusion of the entire spectrum of individuals with autism spectrum disorder in future research investigations.

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