EVALUATING PROGRESS IN BEHAVIORAL PROGRAMS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS VIA CONTINUOUS AND DISCONTINUOUS MEASUREMENT

Authors


Department of Psychology, Auburn University, 226 Thach Hall, Auburn, Alabama 36849 (e-mail: carr@auburn.edu).

Abstract

We evaluated the influence of two different frequencies of data collection on skill acquisition and maintenance within behavioral treatment programs for children with autism spectrum disorders. Six children were taught multiple skills in up to four different behavioral programs. Half of the skills were measured continuously (i.e., trial by trial), and the other half were measured discontinuously (i.e., first trial only). When differences were detected, quicker acquisition was typically associated with discontinuous measurement, and stronger maintenance was typically associated with continuous measurement.

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