We thank Jason Vladescu, Carissa Nohr, and Lindsay Latoush for their assistance with data collection.
A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: A systematic replication
Article first published online: 6 JUN 2014
© Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
How to Cite
Grow, L. L., Kodak, T. and Carr, J. E. (2014), A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: A systematic replication. Jnl of Applied Behav Analysis. doi: 10.1002/jaba.141
- Article first published online: 6 JUN 2014
- Manuscript Accepted: 17 MAR 2014
- Manuscript Received: 23 APR 2012
- conditional discrimination training;
- receptive language;
- stimulus control
Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore, 2011). The current study systematically replicated the earlier study by comparing the 2 approaches using progressive prompting with 2 boys with autism. The results showed that the conditional-only method was a more efficient and reliable teaching procedure than the simple-conditional method. The results further call into question the practice of teaching simple discriminations to facilitate acquisition of conditional discriminations.