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USING MULTIPLE-EXEMPLAR TRAINING TO TEACH A GENERALIZED REPERTOIRE OF SHARING TO CHILDREN WITH AUTISM

Authors


  • This study was conducted as partial fulfillment of the requirements for the first author's MA degree in applied behavior analysis from Caldwell College. Portions of these data were also presented at the 34th annual convention of the Association for Behavior Analysis, May, 2008, in Chicago. We thank the students and staff at the Y.A.L.E. School for their participation.

Correspondence concerning this article should be addressed to Sharon A. Reeve, Department of Applied Behavior Analysis, Caldwell College, 120 Bloomfield Avenue, Caldwell, New Jersey 07006 (e-mail: sreeve@caldwell.edu).

Abstract

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes.

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