Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder

Julie E. Cubicciotti, Jason C. Vladescu, Kenneth F. Reeve, Regina A Carroll, Lauren K. Schnell

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Children with autism spectrum disorder are typically taught conditional discriminations using a match-to-sample arrangement. Consideration should be given to the temporal order in which antecedent stimuli (the sample and comparison stimuli) are presented during match-to-sample trials, as various arrangements have been used in the extant literature. The purpose of the current study was to compare the effects of four stimulus presentation orders on the acquisition of auditory–visual conditional discriminations. The study included participants from a clinically relevant population (three children with autism spectrum disorder), employed clinically relevant teaching procedures, and included two presentation formats not included in previous comparison evaluations (simultaneous and sample-first with re-presentation conditions). Results were found to be learner-specific; that is, a different stimulus presentation format was most efficient for each participant. We provide suggestions to evaluate stimulus control topographies and enhance experimental control in match-to-sample arrangements.

Original languageEnglish (US)
JournalJournal of Applied Behavior Analysis
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

autism
stimulus
discrimination
Teaching
Population
Autism Spectrum Disorder
Stimulus
Discrimination
Autism Spectrum Disorders
geography
evaluation
Arrangement

Keywords

  • autism spectrum disorder
  • conditional discriminations
  • discrete trial training
  • instructional efficiency
  • matching to sample
  • stimulus control

ASJC Scopus subject areas

  • Applied Psychology
  • Sociology and Political Science
  • Philosophy

Cite this

Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder. / Cubicciotti, Julie E.; Vladescu, Jason C.; Reeve, Kenneth F.; Carroll, Regina A; Schnell, Lauren K.

In: Journal of Applied Behavior Analysis, 01.01.2018.

Research output: Contribution to journalArticle

@article{6991d58f3a9a49c5ab069ad69187415a,
title = "Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder",
abstract = "Children with autism spectrum disorder are typically taught conditional discriminations using a match-to-sample arrangement. Consideration should be given to the temporal order in which antecedent stimuli (the sample and comparison stimuli) are presented during match-to-sample trials, as various arrangements have been used in the extant literature. The purpose of the current study was to compare the effects of four stimulus presentation orders on the acquisition of auditory–visual conditional discriminations. The study included participants from a clinically relevant population (three children with autism spectrum disorder), employed clinically relevant teaching procedures, and included two presentation formats not included in previous comparison evaluations (simultaneous and sample-first with re-presentation conditions). Results were found to be learner-specific; that is, a different stimulus presentation format was most efficient for each participant. We provide suggestions to evaluate stimulus control topographies and enhance experimental control in match-to-sample arrangements.",
keywords = "autism spectrum disorder, conditional discriminations, discrete trial training, instructional efficiency, matching to sample, stimulus control",
author = "Cubicciotti, {Julie E.} and Vladescu, {Jason C.} and Reeve, {Kenneth F.} and Carroll, {Regina A} and Schnell, {Lauren K.}",
year = "2018",
month = "1",
day = "1",
doi = "10.1002/jaba.530",
language = "English (US)",
journal = "Journal of Applied Behavior Analysis",
issn = "0021-8855",
publisher = "Society for the Experimental Analysis of Behavior Inc.",

}

TY - JOUR

T1 - Effects of stimulus presentation order during auditory–visual conditional discrimination training for children with autism spectrum disorder

AU - Cubicciotti, Julie E.

AU - Vladescu, Jason C.

AU - Reeve, Kenneth F.

AU - Carroll, Regina A

AU - Schnell, Lauren K.

PY - 2018/1/1

Y1 - 2018/1/1

N2 - Children with autism spectrum disorder are typically taught conditional discriminations using a match-to-sample arrangement. Consideration should be given to the temporal order in which antecedent stimuli (the sample and comparison stimuli) are presented during match-to-sample trials, as various arrangements have been used in the extant literature. The purpose of the current study was to compare the effects of four stimulus presentation orders on the acquisition of auditory–visual conditional discriminations. The study included participants from a clinically relevant population (three children with autism spectrum disorder), employed clinically relevant teaching procedures, and included two presentation formats not included in previous comparison evaluations (simultaneous and sample-first with re-presentation conditions). Results were found to be learner-specific; that is, a different stimulus presentation format was most efficient for each participant. We provide suggestions to evaluate stimulus control topographies and enhance experimental control in match-to-sample arrangements.

AB - Children with autism spectrum disorder are typically taught conditional discriminations using a match-to-sample arrangement. Consideration should be given to the temporal order in which antecedent stimuli (the sample and comparison stimuli) are presented during match-to-sample trials, as various arrangements have been used in the extant literature. The purpose of the current study was to compare the effects of four stimulus presentation orders on the acquisition of auditory–visual conditional discriminations. The study included participants from a clinically relevant population (three children with autism spectrum disorder), employed clinically relevant teaching procedures, and included two presentation formats not included in previous comparison evaluations (simultaneous and sample-first with re-presentation conditions). Results were found to be learner-specific; that is, a different stimulus presentation format was most efficient for each participant. We provide suggestions to evaluate stimulus control topographies and enhance experimental control in match-to-sample arrangements.

KW - autism spectrum disorder

KW - conditional discriminations

KW - discrete trial training

KW - instructional efficiency

KW - matching to sample

KW - stimulus control

UR - http://www.scopus.com/inward/record.url?scp=85058620897&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85058620897&partnerID=8YFLogxK

U2 - 10.1002/jaba.530

DO - 10.1002/jaba.530

M3 - Article

JO - Journal of Applied Behavior Analysis

JF - Journal of Applied Behavior Analysis

SN - 0021-8855

ER -