Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Social and Behavioral Sciences
Comparing Matrix-Training Procedures With Children With Autism Spectrum Disorder, Samantha Bergmann, Gabriella Van Den Elzen, Tiffany Kodak, Haven Niland, Desiree Dawson
Comparing Matrix-Training Procedures With Children With Autism Spectrum Disorder, Samantha Bergmann, Gabriella Van Den Elzen, Tiffany Kodak, Haven Niland, Desiree Dawson
Psychology Faculty Research and Publications
Recombinative generalization is the production of responses in the presence of novel combinations of known components. For example, after learning “red triangle” and “blue square,” recombinative generalization is observed when a child can tact “red square” and “blue triangle.” Recombinative generalization can emerge from a history of matrix training, which involves carefully selecting and arranging stimuli and responses along at least two axes and training a subset of responses. With three children with autism spectrum disorder, we compared recombinative generalization of object–action or feature–object tacts when the component stimuli were trained before combination stimuli, trained along with combination stimuli, or …
Replication Of A Skills Assessment For Auditory–Visual Conditional Discrimination Training, Tiffany Kodak, Samantha Bergmann, Maria Clara Cordeiro, Meredity Bamond, Robert W. Isenhower, Kate E. Fiske
Replication Of A Skills Assessment For Auditory–Visual Conditional Discrimination Training, Tiffany Kodak, Samantha Bergmann, Maria Clara Cordeiro, Meredity Bamond, Robert W. Isenhower, Kate E. Fiske
Psychology Faculty Research and Publications
Auditory–visual conditional discrimination training (e.g., receptive identification training, listener responses; AVCD) is ubiquitous in early intervention and special education programs. Nevertheless, some learners with Autism Spectrum Disorder (ASD) do not appear to benefit from this training despite use of empirically validated treatments. To prevent exposure to extended training that does not lead to learning, a skills assessment that measures skills related to AVCD training will be useful for educators and practitioners. The current study replicated the skills assessment developed and evaluated by Kodak et al. (2015) with 8 participants with ASD who received behavior analytic intervention that included at least …