An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism

Valerie M. Volkert, Dorothea C. Lerman, Nicole Trosclair, Laura Addison, Tiffany Kodak

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials.

Original languageEnglish (US)
Pages (from-to)335-350
Number of pages16
JournalJournal of applied behavior analysis
Volume41
Issue number3
DOIs
StatePublished - Sep 1 2008

Fingerprint

Autistic Disorder
autism
Teaching
Learning
Research
performance
learning
Autism

Keywords

  • Autism
  • Behavioral momentum
  • High-probability instructional sequence
  • Interspersal procedures
  • Reinforcer potency

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

Cite this

An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism. / Volkert, Valerie M.; Lerman, Dorothea C.; Trosclair, Nicole; Addison, Laura; Kodak, Tiffany.

In: Journal of applied behavior analysis, Vol. 41, No. 3, 01.09.2008, p. 335-350.

Research output: Contribution to journalArticle

Volkert, Valerie M. ; Lerman, Dorothea C. ; Trosclair, Nicole ; Addison, Laura ; Kodak, Tiffany. / An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism. In: Journal of applied behavior analysis. 2008 ; Vol. 41, No. 3. pp. 335-350.
@article{793ac21aa6334b47a0c0593ed0837f6d,
title = "An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism",
abstract = "Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials.",
keywords = "Autism, Behavioral momentum, High-probability instructional sequence, Interspersal procedures, Reinforcer potency",
author = "Volkert, {Valerie M.} and Lerman, {Dorothea C.} and Nicole Trosclair and Laura Addison and Tiffany Kodak",
year = "2008",
month = "9",
day = "1",
doi = "10.1901/jaba.2008.41-335",
language = "English (US)",
volume = "41",
pages = "335--350",
journal = "Journal of Applied Behavior Analysis",
issn = "0021-8855",
publisher = "Society for the Experimental Analysis of Behavior Inc.",
number = "3",

}

TY - JOUR

T1 - An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism

AU - Volkert, Valerie M.

AU - Lerman, Dorothea C.

AU - Trosclair, Nicole

AU - Addison, Laura

AU - Kodak, Tiffany

PY - 2008/9/1

Y1 - 2008/9/1

N2 - Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials.

AB - Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials.

KW - Autism

KW - Behavioral momentum

KW - High-probability instructional sequence

KW - Interspersal procedures

KW - Reinforcer potency

UR - http://www.scopus.com/inward/record.url?scp=52249094444&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=52249094444&partnerID=8YFLogxK

U2 - 10.1901/jaba.2008.41-335

DO - 10.1901/jaba.2008.41-335

M3 - Article

C2 - 18816973

AN - SCOPUS:52249094444

VL - 41

SP - 335

EP - 350

JO - Journal of Applied Behavior Analysis

JF - Journal of Applied Behavior Analysis

SN - 0021-8855

IS - 3

ER -