Preparation of this manuscript was supported by PHS Training Grant HD 00183 from the National Institute of Child Health and Human Development to the Kansas Center for Research in Mental Retardation and Human Development. Experiment I was submitted by Ann Frisch as partial fulfillment of the requirements for the degree of Master of Arts at the University of Wisconsin in 1972. We thank Mrs. Susan Hungate for her services as reliability observer and Central Wisconsin Colony and Training School, Madison, Wisconsin, for cooperation in permitting the research. We also thank Dr. James A. Sherman and Dr. Donald M. Baer for their helpful suggestions during manuscript preparation.
TRAINING GENERALIZED RECEPTIVE PREPOSITIONS IN RETARDED CHILDREN1
Article first published online: 27 FEB 2013
1974 Society for the Experimental Analysis of Behavior
Journal of Applied Behavior Analysis
Volume 7, Issue 4, pages 611–621, Winter 1974
How to Cite
Frisch, S. A. and Schumaker, J. B. (1974), TRAINING GENERALIZED RECEPTIVE PREPOSITIONS IN RETARDED CHILDREN. Jnl of Applied Behav Analysis, 7: 611–621. doi: 10.1901/jaba.1974.7-611
- Issue published online: 27 FEB 2013
- Article first published online: 27 FEB 2013
- Received 17 October 1973; Revision requested 14 January 1974; Final acceptance 16 July 1974
Three retarded children were trained, using prompting and reinforcement procedures, to respond correctly to three categories of prepositional requests: “put the___ next to the___”, “put the___under the___”, and “put the___on top of the___”. Training sessions were alternated with probe sessions throughout the study. During training, a child was trained to respond to one request (e.g., “put the doll next to the cup”); during probing, the child was tested for generalization of this training to untrained requests. Responses to untrained requests were never prompted nor reinforced. The results showed that, as requests from one category were trained, the children's responses to the untrained requests of that category became increasingly correct. As discriminations among two or more categories were trained, the children's responses to the untrained requests of those categories also became increasingly correct. Thus, the methods employed appear to be successful in training generalized receptive discrimination among prepositional categories and possibly can be utilized in training other generalized receptive language skills.