The effect of brief delays to reinforcement on the acquisition of tacts in children with autism

Majdalany, Lina; Wilder, David A.; Smeltz, Lindsay; Lipschultz, Joshua L.

doi:10.1002/jaba.282

Cited by 13 publications

(8 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Recently, there have been several studies that have examined components of discrete trial instruction, such as the distribution of trials across sessions (Haq & Kodak, 2015), intertrial intervals (Majdalany et al, 2014), reinforcer magnitude (Paden & Kodak, 2015), the distributions of trials and reinforcers (Kocher et al, 2015;Ward-Horner, Cengher, Ross, & Fienup, 2017), and delays to reinforcement (Majdalany, Wilder, Smeltz, & Lipschultz, 2016). With no prior research evaluating the effects of mastery criterion with children with developmental disabilities, this study joins these studies in elucidating an important aspect of discrete trial instruction that affects skill acquisition outcomes.…”

Section: Discussionmentioning

confidence: 98%

A Preliminary Analysis of Mastery Criterion Level: Effects on Response Maintenance

Fuller

Fienup

2017

Behav Analysis Practice

View full text Add to dashboard Cite

Educators use a mastery criterion to evaluate skill acquisition programming for children with autism and other developmental disabilities; however, to the best of our knowledge, there has been no research evaluating how the mastery criterion level of accuracy affects the maintenance of those responses. This study investigated the effects of 3 skill acquisition mastery criterion levels (50%, 80%, and 90% accuracy) on response maintenance. Following mastery of a set of skills, maintenance was evaluated once a week for 3 to 4 weeks. Three elementary school-age children diagnosed with autism participated. Overall, the outcomes suggested that higher mastery criterion levels (90% correct) produced higher levels of maintenance responding. Additional research in this area is needed to clarify how different parameters of mastery criterion affect the generality of skills.

show abstract

Section: Discussionmentioning

confidence: 98%

A Preliminary Analysis of Mastery Criterion Level: Effects on Response Maintenance

Fuller

Fienup

2017

Behav Analysis Practice

View full text Add to dashboard Cite

show abstract

“…Others investigated the differences in personnel delivering the ABA interventions, such as a parent or clinician (Hayward et al, 2009;Lindgren et al, 2016), or differences in program delivery, such as via specific modeling, reinforcing, or prompting techniques (Campanaro et al, 2020;Jessel et al, 2020;Quigley et al, 2018). A number of comparison records compared time characteristics, such as reinforcement schedules or delays (Majdalany et al, 2016;Sy & Vollmer, 2012). Factors related to reinforcement in general were commonly compared and diverse in nature, spanning the quality, preference, presentation, and other aspects of reinforcement (Allison et al, 2012;Carroll et al, 2016;Fisher et al, 2000;Groskreutz et al, 2011).…”

Section: Comparisons Of Aba Techniquesmentioning

confidence: 99%

Applied Behavior Analysis in Children and Youth with Autism Spectrum Disorders: A Scoping Review

Gitimoghaddam

Chichkine²,

McArthur³

et al. 2022

Perspect Behav Sci

View full text Add to dashboard Cite

This manuscript provides a comprehensive overview of the impact of applied behavior analysis (ABA) on children and youth with autism spectrum disorders (ASD). Seven online databases and identified systematic reviews were searched for published, peer-reviewed, English-language studies examining the impact of ABA on health outcomes. Measured outcomes were classified into eight categories: cognitive, language, social/communication, problem behavior, adaptive behavior, emotional, autism symptoms, and quality of life (QoL) outcomes. Improvements were observed across seven of the eight outcome measures. There were no included studies that measured subject QoL. Moreover, of 770 included study records, only 32 (4%) assessed ABA impact, had a comparison to a control or other intervention, and did not rely on mastery of specific skills to mark improvement. Results reinforce the need for large-scale prospective studies that compare ABA with other non-ABA interventions and include measurements of subject QoL to provide policy makers with valuable information on the impacts of ABA and other existing and emerging interventions.

show abstract

“…Among those studies, seven specifically compared methods within DTT as opposed to investigating the effectiveness of DTT methods for tact instruction. Some studies compared differential reinforcement (e.g., Majdalany et al, 2016), stimuli presentation (e.g., Akande, 2000), and feedback procedures (e.g., Grow et al, 2016;Leaf et al, 2014) to understand factors that may additionally increase effectiveness of tact instructions presented through DTT. Other studies used DTT to investigate setting effects (i.e., establishing operations; Sidener et al, 2010), and system effects such as different data collection (e.g., Giunta-Fede et al, 2016) and probes (e.g., Frampton et al, 2017).…”

Section: Types Of Interventionsmentioning

confidence: 99%

Tact instruction for children with autism spectrum disorder: A review

Bak

Dueñas

Avendano

et al. 2021

Autism & Developmental Language Impairments

View full text Add to dashboard Cite

Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD.

show abstract

The effect of brief delays to reinforcement on the acquisition of tacts in children with autism

Cited by 13 publications

References 5 publications

A Preliminary Analysis of Mastery Criterion Level: Effects on Response Maintenance

A Preliminary Analysis of Mastery Criterion Level: Effects on Response Maintenance

Applied Behavior Analysis in Children and Youth with Autism Spectrum Disorders: A Scoping Review

Tact instruction for children with autism spectrum disorder: A review

Contact Info

Product

Resources

About