Increasing the variability of verbal responding in children and adolescents with autism using a conjunctive-differential reinforcement schedule
Item
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Title
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Increasing the variability of verbal responding in children and adolescents with autism using a conjunctive-differential reinforcement schedule
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Identifier
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d_2009_2013:41a7e7f99ec5:10533
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identifier
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10881
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Creator
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Argott, Paul,
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Contributor
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Nancy Hemmes
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Behavioral psychology | Autism | Differential reinforcement | Percentile | Variability | Verbal
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Abstract
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A procedure intended to teach variation in appropriate verbal responding to an antecedent stimulus was systematically manipulated for 5 individuals with autism. Four antecedent stimuli that include the clause, "else do you like to do" were presented in a varying order. Five responses that were appropriate to any of the antecedent stimuli were taught using a script-fading procedure. Percentage of varied verbal responses was studied under a conjunctive-differential reinforcement procedure using a multiple-baseline-across-subjects experimental design. Under a modified percentile requirement of the conjunctive schedule, responses were ranked according to their frequency of emission after every session and reinforcement was omitted for the 2 most frequent responses on the subsequent session. Under a lag-1 schedule requirement, reinforcement was omitted for consecutive occurrences of a given response within a given session. Data showed that the percentage of responses meeting the conjunctive schedule requirement increased with the systematic implementation of the schedule. A variability measure showed that responses were more stereotyped during baseline sessions in comparison to treatment sessions. Comparisons between the numbers of different statements emitted by individuals with autism versus those of their typically developing peers suggest that further research is necessary to increase responding to a typical level. Nevertheless, responses by teachers and parents to a social validity questionnaire suggest that the procedure could be applied in clinical and home settings and used to increase varied verbal responding.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
