Evaluating Three Methods of Stimulus Rotation when Teaching Receptive Labels
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The teaching of receptive labels (i.e., auditory-visual conditional discriminations) is common among early intervention programs for individuals diagnosed with autism spectrum disorder (ASD). Discrete trial teaching (DTT) is a common approach used to teach these receptive labels. Some have argued that the stimuli within the array, target and non-target, must be counterbalanced to prevent the development of undesired stimulus control. The purpose of the present study was to evaluate the effectiveness of three different approaches to stimulus rotation to teach receptive labels to five young children diagnosed with ASD. These approaches included counterbalanced, fixed, and clinician’s choice. The results of an adapted alternating treatment design replicated across three stimulus sets and five participants indicated that all three methods of rotation were effective. Maintenance and generalization for targets taught in all three conditions was also assessed. The implications of the results with respect to current teaching practices in early intervention programs are discussed.
KeywordsAutism Conditional discrimination Receptive label DTT
Compliance with Ethical Standards
All procedures performed in studies involving human participants were in accordance with ethical standards of the institutional research committee and with 1964 Helsinki decoration and its later amendments or comparable ethical standards. Informed consent was obtained from the parents of all individual participants included in the study.
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