The Influence of Matching and Motor‐imitation Abilities on Rapid Acquisition of Manual Signs and Exchange‐based Communicative Responses

Gregory, Meagan K.; DeLeon, Iser G.; Richman, David M.

doi:10.1901/jaba.2009.42-399

Cited by 46 publications

(23 citation statements)

References 10 publications

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“…Following the initial test conditions, EBC training was conducted according to the procedures described by Gregory, DeLeon, and Richman (). Each session consisted of 10 trials.…”

Section: Methodsmentioning

confidence: 99%

Exchange‐based communication training may not consistently facilitate communication in the absence of the requested item

Pizarro

Borrero

2017

Behavioral Interventions

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The role of stimulus presence on spontaneous communication was assessed with 3 participants in a nonconcurrent multiple baseline with embedded reversals design. Participants were taught to request 2 highly preferred items. Once mastery criterion was met, test sessions were conducted with stimuli either visible or absent from the room, and request rate was measured. For 2 participants, training produced requests in both the presence and absence of the stimulus. For one participant, however, the presence of the stimulus was necessary to evoke the response. Results suggest that teaching individuals to request items when they are present may not consistently lead to requests when those items are absent.

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“…Following the initial test conditions, EBC training was conducted according to the procedures described by Gregory, DeLeon, and Richman (). Each session consisted of 10 trials.…”

Section: Methodsmentioning

confidence: 99%

Exchange‐based communication training may not consistently facilitate communication in the absence of the requested item

Pizarro

Borrero

2017

Behavioral Interventions

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“…Generalized imitation is an important foundational skill for children because it allows them to learn skills via modeling (Bandura, ). In addition, imitation skills have been shown to be positively correlated with the development of communication (Gregory, DeLeon, & Richman, ; Stone & Yoder, ; Toth, Munson, Meltzoff, & Dawson, ), cognition (Strid, Tjus, Smith, Meltzoff, & Heimann, ), and social behavior (Ingersoll & Meyer, ; Stone, Ousley, & Littleford, ). Establishing imitative behavior in children with ASD is critically important because it has the potential to facilitate faster acquisition of other skills.…”

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confidence: 99%

A preliminary investigation of fixed and repetitive models during object imitation training

Deshais

Vollmer

2019

J of App Behav Analysis

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Empirically based guidelines for imitation training for children with Autism Spectrum Disorder (ASD) are limited and there is no existing evidence about what types of imitative models foster faster acquisition of imitation in children with ASD. We compared rates of acquisition for two different methods for presenting the imitative model (i.e., repetitive, fixed) in simple (Experiment 1) and conditional (Experiment 2) discrimination arrangements. The results suggest that some children with ASD may acquire imitation more rapidly when repetitive models, rather than fixed models are used to present the target skill. In Experiment 3, we investigated the features of object imitation models that might influence acquisition. The results of Experiment 3 suggest that the dynamic nature of repetitive models might be responsible for the differential acquisition we observed in the earlier two Experiments. Additionally, the presence of an outcome (e.g., stacked blocks) during training does not enhance acquisition.

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“…Mand training may target any number of topographies of responding, including vocal language, picture exchange systems, voice-output activation systems, and manual sign language (e.g., Gregory, DeLeon, & Richman, 2009). The decisions regarding the selection of a communication system are often complex, but sign language has a number of advantages.…”

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confidence: 99%

An Evaluation of Generalization of Mands During Functional Communication Training

Falcomata¹,

Wacker

Ringdahl³

et al. 2013

Journal of Applied Behavior Analysis

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The primary purpose of this study was to evaluate the generalization of mands during functional communication training (FCT) and sign language training across functional contexts (i.e., positive reinforcement, negative reinforcement). A secondary purpose was to evaluate a training procedure based on stimulus control to teach manual signs. During the treatment evaluation, we implemented sign language training in 1 functional context (e.g., positive reinforcement by attention) while continuing the functional analysis conditions in 2 other contexts (e.g., positive reinforcement by tangible item; negative reinforcement by escape). During the generalization evaluation, we tested for the generalization of trained mands across functional contexts (i.e., positive reinforcement; negative reinforcement) by implementing extinction in the 2 nontarget contexts. The results suggested that the stimulus control training procedure effectively taught manual signs and treated destructive behavior. Specific patterns of generalization of trained mands and destructive behavior also were observed.

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The Influence of Matching and Motor‐imitation Abilities on Rapid Acquisition of Manual Signs and Exchange‐based Communicative Responses

Cited by 46 publications

References 10 publications

Exchange‐based communication training may not consistently facilitate communication in the absence of the requested item

Exchange‐based communication training may not consistently facilitate communication in the absence of the requested item

A preliminary investigation of fixed and repetitive models during object imitation training

An Evaluation of Generalization of Mands During Functional Communication Training

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