Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in:

29-05-2019 | Original Paper

The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism

Auteurs: Chengan Yuan, Youjia Hua, Jing Zhu

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2019

Abstract

Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants’ preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant’s preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings.

vorige artikel Birth Cohort Effects, Regions Differences, and Gender Differences in Chinese College Students’ Aggression: A Review and Synthesis

volgende artikel Use of GFCF Diets in Children with ASD. An Investigation into Parents’ Beliefs Using the Theory of Planned Behaviour

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. CrossRef

Brunsdon, V. E. A., Colvert, E., Ames, C., Garnett, T., Gillan, N., Hallett, V., et al. (2015). Exploring the cognitive features in children with autism spectrum disorder, their co-twins, and typically developing children within a population-based sample. The Journal of Child Psychology and Psychiatry, 56(8), 893–902. https://doi.org/10.1111/jcpp.12362. CrossRefPubMed

Carr, J. E., Nicolson, A. C., & Higbee, T. S. (2000). Evaluation of a brief multiple-stimulus preference assessment in a naturalistic context. Journal of Applied Behavior Analysis, 33(3), 353–357. https://doi.org/10.1901/jaba.2000.33-353. CrossRefPubMedPubMedCentral

Carroll, R. A., Joachim, B. T., St. Peter, C. C., & Robinson, N. (2015). A comparison of error-correction procedures on skill acquisition during discrete-trial instruction. Journal of Applied Behavior Analysis, 48(2), 257–273. https://doi.org/10.1002/jaba.205. CrossRefPubMed

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

Dalrymple, A. J., & Feldman, M. A. (1992). Effects of reinforced directed rehearsal on expressive sign language learning by persons with mental retardation. Journal of Behavioral Education, 2(1), 1–16. https://doi.org/10.1007/BF00947134. CrossRef

Daly, E. J., III, Wells, N. J., Swanger-Gagné, M. S., Carr, J. E., Kunz, G. M., & Taylor, A. M. (2009). Evaluation of the multiple-stimulus without replacement preference assessment method using activities as stimuli. Journal of Applied Behavior Analysis, 42(3), 563–574. https://doi.org/10.1901/jaba.2009.42-563. CrossRefPubMedPubMedCentral

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38(3), 439–450. https://doi.org/10.1080/15374410902851739. CrossRef

Epstein, L. H., Leddy, J. J., Temple, J. L., & Faith, M. S. (2007). Food reinforcement and eating: A multilevel analysis. Psychological Bulletin, 133(5), 884–906. https://doi.org/10.1037/0033-2909.133.5.884. CrossRefPubMedPubMedCentral

Foxx, R. M., & Bechtel, D. R. (1983). Overcorrection: A review and analysis. In S. Axelrod & J. Apsche (Eds.), The effects of punishment on human behavior (pp. 133–220). New York: Academic Press. CrossRef

Foxx, R. M., & Jones, J. R. (1978). A remediation program for increasing the spelling achievement of elementary and junior high school students. Behavior Modification, 2(2), 211–231. https://doi.org/10.1177/014544557822004. CrossRef

Gaisford, K. L., & Malott, R. W. (2010). The acquisition of generalized matching in children with developmental delays. The Behavior Analyst Today, 11(2), 85–94. CrossRef

Green, G. (2001). Behavior analytic instruction for learners with Autism: Advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16(2), 72–85. https://doi.org/10.1177/108835760101600203. CrossRef

Hackenberg, T. D. (2009). Token reinforcement: A review and analysis. Journal of the Experimental Analysis of Behavior, 91(2), 257–286. https://doi.org/10.1901/jeab.2009.91-257. CrossRefPubMedPubMedCentral

Hanley, G. P., Piazza, C. C., Fisher, W. W., & Maglieri, K. A. (2005). On the effectiveness of and preference for punishment and extinction components of function-based interventions. Journal of Applied Behavior Analysis, 38(1), 51–65. https://doi.org/10.1901/jaba.2005.6-04. CrossRefPubMedPubMedCentral

Hausman, N. L., Ingvarsson, E. T., & Kahng, S. (2014). A comparision of reinforcement schedules to increase independent responding in individuals with intellectual disabilities. Journal of Applied Behavior Analysis, 47(1), 155–159. https://doi.org/10.1002/jaba.85. CrossRefPubMed

Herrnstein, R. J. (1961). Relative and absolute strength of response as a function of frequency of reinforcement. Journal of the Experimental Analysis of Behavior, 4(3), 267–272. https://doi.org/10.1901/jeab.1961.4-267. CrossRefPubMedPubMedCentral

Johns, B. H., Crowley, E. P., & Guetzloe, E. (2008). Engaged time in the classroom. Focus on Exceptional Children, 41(4), 1–6.

Karsten, A. M., & Carr, J. E. (2009). The effects of differential reinforcement of unprompted responding on the skill acquisition of children with autism. Journal of Applied Behavior Analysis, 42(2), 327–334. https://doi.org/10.1901/jaba.2009.42-327. CrossRefPubMedPubMedCentral

Kennedy, C. H. (2005). Single-case design for educational research. Boston, MA: Pearson.

Killu, K., Clare, C. M., & Im, A. (1999). Choice vs. preference: The effects of choice and no choice of preferred and non preferred spelling tasks on the academic behavior of students with disabilities. Journal of Behavioral Education, 9, 239–253. https://doi.org/10.1023/A:1022143716509. CrossRef

Kodak, T., Campbell, V., Bergmann, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., et al. (2016). Examination of efficacious, efficient, and socially valid error-correction procedures to teach sight words and prepositions to children with autism spectrum disorder. Journal of Applied Behavior Analysis, 49(3), 532–547. https://doi.org/10.1002/jaba.310. CrossRefPubMed

Lang, R., Regester, A., Rispoli, M., Pimentel, S., & Camargo, H. (2010). Rehabilitation issues in autism spectrum disorders. Developmental Neurorehabilitation, 13(3), 153–155. https://doi.org/10.3109/17518421003607597. CrossRefPubMed

Leaf, J. B., Leaf, R., Taubman, M., McEachin, J., & Delmolino, L. (2014). Comparison of flexible prompt fading to error correction for children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 26(2), 203–224. https://doi.org/10.1007/s10882-013-9354-0. CrossRef

Leaf, J. B., Alcalay, A., Leaf, J. A., Tsuji, K., Kassardjian, A., Dale, S., et al. (2016). Comparison of most-to-least to error correction teaching receptive labelling for two children diagnosed with autism. Journal of Research in Special Educational Needs, 16(4), 217–225. https://doi.org/10.1111/1471-3802.12067. CrossRef

Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6(1), 131–165. https://doi.org/10.1901/jaba.1973.6-131. CrossRefPubMedPubMedCentral

Lovaas, O. I., Koegel, R. L., & Schreibman, L. (1979). Stimulus overselectivity in autism: A review of research. Psychological Bulletin, 86(6), 1236–1254. https://doi.org/10.1037/0033-2909.86.6.1236. CrossRefPubMed

Love, J. R., Carr, J. E., Almason, S. M., & Petursdottir, A. I. (2009). Early and intensive behavioral intervention for autism: A survey of clinical practices. Research in Autism Spectrum Disorders, 3(2), 421–428. https://doi.org/10.1016/j.rasd.2008.08.008. CrossRef

Marvin, K. L., Rapp, J. T., Stenske, M. T., Rojas, N. R., Swanson, G. J., & Bartlett, S. M. (2010). Response repetition as an error-correction procedure for sight-word reading: A replication and extension. Behavioral Interventions, 25(2), 109–127. https://doi.org/10.1002/bin.299. CrossRef

McGhan, A. C., & Lerman, D. C. (2013). An assessment of error-correction procedures for learners with autism. Journal of Applied Behavior Analysis, 46(3), 626–639. https://doi.org/10.1002/jaba.65. CrossRefPubMed

Miltenberger, R. G., & Fuqua, R. W. (1981). Overcorrection: A review and critical analysis. The Behavior Analyst, 4(2), 123–141. https://doi.org/10.1007/BF03391860. CrossRefPubMedPubMedCentral

Morgan, P. L. (2006). Increasing task engagement using preference or choice-making: Some behavioral and methodological factors affecting their efficacy as classroom interventions. Remedial and Special Education, 27(3), 176–187. https://doi.org/10.1177/07419325060270030601. CrossRef

Mueller, M. M., Palkovic, C. M., & Maynard, C. S. (2007). Errorless learning: Review and practical application for teaching children with Pervasive Developmental Disorders. Psychology in the Schools, 44(7), 691–700. https://doi.org/10.1002/pits.20258. CrossRef

National Research Council. (2001). Educating children with autism. Washington, DC: The National Academies Press.

Reichow, B. (2012). Overview of meta-analyses on early intensive behavioral intervention for young children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(4), 512–520. https://doi.org/10.1007/s10803-011-1218-9. CrossRefPubMed

Rodgers, T. A., & Iwata, B. A. (1991). An analysis of error-correction procedures during discrimination training. Journal of Applied Behavior Analysis, 24(4), 775–781. https://doi.org/10.1901/jaba.1991.24-775. CrossRefPubMedPubMedCentral

Saunders, K. J., Hine, K., Hayashi, Y., & Williams, D. C. (2016). Adventitious reinforcement of maladaptive stimulus control interferes with learning. Behavior Analysis in Practice, 9(3), 223–229. https://doi.org/10.1007/s40617-016-0131-2. CrossRefPubMedPubMedCentral

Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child and Adolescent Psychiatry, 47(8), 921–929. https://doi.org/10.1097/CHI.0b013e318179964f. CrossRefPubMed

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329. CrossRefPubMed

Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z. CrossRefPubMed

Worsdell, A. S., Iwata, B. A., Dozier, C. L., Johnson, A. D., Neidert, P. L., & Thomason, J. L. (2005). Analysis of response repetition as an error-correction strategy during sight-word reading. Journal of Applied Behavior Analysis, 38(4), 511–527. https://doi.org/10.1901/jaba.2005.115-04. CrossRefPubMedPubMedCentral

Titel: The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism
Auteurs: Chengan Yuan
Youjia Hua
Jing Zhu
Publicatiedatum: 29-05-2019
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-019-04086-x

Bohn Stafleu van Loghum

Tip

Swipe om te navigeren naar een ander artikel

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2019

Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age

Diagnosis of Autism Spectrum Disorder According to Maternal-Race Ethnicity and Country of Birth: A Register-Based Study

Diagnosis and Management of Autism Spectrum Disorders in Russia: Clinical–Biological Approaches

Creativity in Autism: An Examination of General and Mathematical Creative Thinking Among Children with Autism Spectrum Disorder and Children with Typical Development

Interest in Research Participation Among Caregivers of Children with Neurodevelopmental Disorders

Awareness and Knowledge Associated with Autism Spectrum Disorders Among University Students in Zambia