Elisa Alban, Lauren K Schnell-Peskin, April N Kisamore, Casey L Nottingham, Zoe Sideras
{"title":"Teaching the Function of Auditory Stimuli Using Secondary Target Instruction.","authors":"Elisa Alban, Lauren K Schnell-Peskin, April N Kisamore, Casey L Nottingham, Zoe Sideras","doi":"10.1007/s40616-023-00189-w","DOIUrl":null,"url":null,"abstract":"<p><p>It is important for children to learn to identify safety stimuli in their environment; however, there has been limited research in the field of behavior analysis related to effective and efficient strategies for teaching these skills to children with autism spectrum disorder (ASD). Although previous research has demonstrated the effectiveness of using secondary targets to teach tacts of visual stimuli, little research has evaluated procedures to teach children with ASD to tact auditory stimuli. The purpose of this study was to teach individuals with ASD the function of auditory safety stimuli using secondary target instruction across two different instructional arrangements (Condition 1-Single Presentation and Condition 2-Re-presentation). Sessions to mastery and total training time were used to evaluate the efficiency of procedures. The results showed that participants learned all primary targets that were directly taught and that the secondary targets emerged in the absence of direct teaching in both conditions. Results also suggested that Condition 1-Single Presentation, resulted in more efficient learning across target sets for both participants, with one exception.</p>","PeriodicalId":51684,"journal":{"name":"Analysis of Verbal Behavior","volume":" ","pages":"306-325"},"PeriodicalIF":0.7000,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925817/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Analysis of Verbal Behavior","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s40616-023-00189-w","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/12/1 0:00:00","PubModel":"eCollection","JCR":"Q4","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
It is important for children to learn to identify safety stimuli in their environment; however, there has been limited research in the field of behavior analysis related to effective and efficient strategies for teaching these skills to children with autism spectrum disorder (ASD). Although previous research has demonstrated the effectiveness of using secondary targets to teach tacts of visual stimuli, little research has evaluated procedures to teach children with ASD to tact auditory stimuli. The purpose of this study was to teach individuals with ASD the function of auditory safety stimuli using secondary target instruction across two different instructional arrangements (Condition 1-Single Presentation and Condition 2-Re-presentation). Sessions to mastery and total training time were used to evaluate the efficiency of procedures. The results showed that participants learned all primary targets that were directly taught and that the secondary targets emerged in the absence of direct teaching in both conditions. Results also suggested that Condition 1-Single Presentation, resulted in more efficient learning across target sets for both participants, with one exception.
期刊介绍:
The Analysis of Verbal Behavior (TAVB) is an official publication of the Association for Behavior Analysis International. The Mission of the journal is to support the dissemination of innovative empirical research, theoretical conceptualizations, and real-world applications of the behavioral science of language. The journal embraces diverse perspectives of human language, its conceptual underpinnings, and the utility such diversity affords. TAVB values contributions that represent the scope of field and breadth of populations behavior analysts serve, and Is the premier publication outlet that fosters increased dialogue between scientists and scientist-practitioners. Articles addressing the following topics are encouraged: language acquisition, verbal operants, relational frames, naming, rule-governed behavior, epistemology, language assessment and training, bilingualism, verbal behavior of nonhumans, research methodology, or any other topic that addresses the analysis of language from a behavior analytic perspective.