Using lag schedules to strengthen the intraverbal repertoires of children with autism

Abstract

Previous research has demonstrated the utility of using lag schedules of reinforcement to increase response variability of children with autism. However, little research has evaluated whether the lag schedule promotes variability from within an already-established repertoire or expands the current repertoire by promoting the use of new responses (i.e., those not previously demonstrated). Thus, the purpose of the current study was to evaluate the extent to which lag schedules of reinforcement produced already-established intraverbal responses or novel responses for 3 children with autism. Results showed that lag schedules alone were sufficient to increase the number of different responses emitted for 2 participants, whereas brief variability training was needed for 1 participant. Further, some participants emitted novel responses throughout the experiment, suggesting that lag schedules may be an effective method for expanding a response class.

Using activity schedules to promote varied application use in children with autism

“…Future studies might incorporate measures of accuracy and generalization tests to determine the potential educational benefits of application use (e.g., maintenance of mastered skills or acquisition of new skills). Additionally, it would be interesting to determine if other strategies, such as lag schedules (Brodhead, Higbee, Gerencser, & Akers, 2016;Cammilleri & Hanley, 2005;Contreras & Betz, 2016) or multiple exemplar training (Bergstrom, Najdowski, Alvarado, & Tarbox, 2016;Najdowski, Bergstrom, Tarbox, & St. Clair, 2017), will also promote varied responding among applications. Such refinements may further inform the practical use of technology for children with autism.…”

Teaching a Child with Autism to Respond to the Question, “What Else?”

“…Furthermore, a lag schedule has been employed in previous studies to decrease repetitive behaviors and increase appropriate behaviors (Contreras & Betz, 2016;Napolitano, Smith, Zarcone, Goodkin, & McAdam, 2010;Susa & Schlinger Jr, 2012). A lag schedule is a reinforcement schedule in which timing is stipulated so as to present a reinforcer.…”

“…A lag schedule is a reinforcement schedule in which timing is stipulated so as to present a reinforcer. When a lag schedule is introduced, a response is reinforced only if it di ers from a speci ed number of previous responses (Contreras & Betz, 2016). Consider a child who is building a model with blocks.…”

“…However, there is a possibility that the lag 1 schedule employed by Napolitano et al (2010) did not increase behavioral variability because the participants could not respond appropriately to the verbal instruction, "Build di erently. " Contreras and Betz (2016) conducted a pre-assessment to measure the number of verbal repertoires in a certain stimulus class before a lag 1 schedule was introduced. During the pre-assessment, the trainer asked the children with autism what they could nd in a kitchen.…”

“…Regardless of the instruction or question (Contreras & Betz, 2016;Napolitano et al, 2010), the required responses di ered from the preceding response. In order to promote increasing behavioral variability using a lag 1 schedule, it is su cient to reinforce the response that di ers from the rst.…”