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| Discrimination Training for Individuals with Autism |
| Monday, May 31, 2004 |
| 1:30 PM–2:50 PM |
| Back Bay C |
| Area: AUT |
| Chair: Deborah Carr (University of Wales College of Medicine) |
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| Comparison Between Exclusion and Error Correction Based Procedures in Teaching Visual-visual Conditional Discriminations to Children with Autism |
| Domain: Applied Research |
| DEBORAH CARR (University of Wales College of Medicine), Janet Felce (University of Wales College of Medicine) |
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| Abstract: Two methods of teaching visual-visual conditional discriminations using either an error prevention or an error correction procedure, were compared with two groups of children with autism, aged between 4 and 7 years. In the context of picture-to-object manding, the error prevention procedure used a visual-visual adaptation of a successive exclusion method that previously has been shown to facilitate learning of auditory-visual conditional discriminations. The error correction procedure used a four-step correction method that conventionally is used to teach visual-visual conditional discriminations in picture-based manding. Learning outcomes for symmetrical object-to-picture and picture-to-object correspondences yielded significantly higher accuracy for the group of children taught by the successive exclusion method. The separation of negative stimulus control from symmetry in the teaching sequence is considered as the main facilitative factor in the successive discrimination procedure. |
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| Relative Acquisition Rates for Children with Autism/PDD Across Novel Auditory, Visual, and Combined Tasks |
| Domain: Applied Research |
| AUDREY GIFFORD (Bridges Behavioral Language Systems), Tara Mills (Bridges Behavioral Language Systems) |
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| Abstract: Nineteen children with ASD were taught using a specific discrimination procedure across varied novel tasks, including visual, auditory, and combined auditory/visual discrimination tasks. Analysis showed a significantly slower acquisition rate between the first two targets in novel tasks than subsequent targets across those tasks. A significantly slower acquisition rate was demonstrated on purely auditory tasks when compared to the visual and combined tasks across all children. No significant differences in acquisition rates were seen for purely visual and combined auditory/visual tasks. No significant differences were found between acquisition rates for children with autism and children with PDD diagnoses. |
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| Effectiveness of Simultaneous Prompting in Teaching Relative Names to Children with Autism |
| Domain: Applied Research |
| NURGUL AKMANOGLU (Anadolu University), Sema Batu (Anadolu University) |
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| Abstract: The purpose of the present study was to examine the effectiveness of simultaneous prompting in teaching relative names to children with autism.Besides, generalization data across materials and researchers and maintenance data one, two and four weeks after the intervention were collected during the study. The participants of the study were two boys with autism with the age of 5,5 years. Both participants were attending to a unit for children with developmental disabilities. During the study, eight relative portrait photos were taught to each participant. During the probe, intervention and maintenance sessions cards with the portrait photos stuck on were used with the participants. Generalization sessions were conducted with photos with all the body of the relatives shown on the TV and also with the other researcher asking the names of the relatives using pre-test and post-test design. Graphical analysis were used to show the effectiveness of simultaneous prompting for correct responses. The results of the study revealed that simultaneous prompting was effective in teachin the relative names to the children with autism as well as on maintenance and generalization. The results of the study will be shared with the audience during the oral presentation. |
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