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Gepubliceerd in: Journal of Autism and Developmental Disorders 6/2005

01-12-2005

Teaching Children with Autism when Reward is Delayed. The Effects of Two Kinds of Marking Stimuli

Auteurs: Corinna F. Grindle, Bob Remington

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 6/2005

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Abstract

Three children with autism were taught to identify pictures of emotions in response to their spoken names. Their speed of acquisition was compared using a within-child alternating treatments design across three teaching conditions, each involving a 5 second delay to reinforcement. In the marked-before condition, an instruction encouraged the children to visually orient to the cards before they made their choice response; in the marked-after condition, an attention-eliciting verbal cue (e.g., “Look!”) was delivered after both correct and incorrect responses; in the delay condition, these marking cues were omitted. Performance in the no-cue control was inferior to both the marked-before and marked-after conditions, but the difference between the latter two conditions was not significant.
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Metagegevens
Titel
Teaching Children with Autism when Reward is Delayed. The Effects of Two Kinds of Marking Stimuli
Auteurs
Corinna F. Grindle
Bob Remington
Publicatiedatum
01-12-2005
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 6/2005
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-005-0029-2

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Editorial Preface

Editorial Preface