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Kodak, Tiffany; Halbur, Mary; Bergmann, Samantha; Costello, Dayna R.; Benitez, Brittany; Olsen, Miranda; Gorgan, Ella; Cliett, Terra – Journal of Applied Behavior Analysis, 2020
Previous studies on skill acquisition have taught targets in stimulus sets composed of different numbers of stimuli. Although the rationale for selection of a stimulus set size is not clear, the number of target stimuli trained within a set is a treatment decision for which there is limited empirical support. The current investigation compared the…
Descriptors: Skill Development, Stimuli, Training, Children
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Contreras, Bethany P.; Cooper, Alison J.; Kahng, SungWoo – Journal of Applied Behavior Analysis, 2020
The traditional recommendation for sequencing speaker and listener instruction has been to teach listener skills prior to teaching speaker skills. In a review of the research literature prior to 2011, Petursdottir and Carr (2011) concluded that research did not support this recommendation. We reviewed the most recent research on the efficiency of…
Descriptors: Efficiency, Listening Skills, Speech Skills, Skill Development
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Nottingham, Casey L.; Vladescu, Jason C.; Kodak, Tiffany; Kisamore, April N. – Journal of Applied Behavior Analysis, 2017
The current study examined the outcome of presenting multiple secondary targets in learning trials for individuals with autism spectrum disorder. We compared conditions in which (a) a secondary target was presented in the antecedent and consequence of trials, (b) two secondary targets were presented in the consequence of trials, (c) one secondary…
Descriptors: Autism, Pervasive Developmental Disorders, Outcomes of Treatment, Instruction
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Cariveau, Tom; Kodak, Tiffany; Campbell, Vincent – Journal of Applied Behavior Analysis, 2016
We replicated and extended the study by Koegel, Dunlap, and Dyer (1980) by examining the effects of 3 intertrial-interval (ITI) durations on skill acquisition in 2 children with autism spectrum disorders. Specifically, we compared the effect of short (2 s), progressive (2 s to 20 s), and long (20 s) ITIs on participants' mastery of tacts or…
Descriptors: Autism, Pervasive Developmental Disorders, Intervals, Skill Development
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Carroll, Regina A.; Joachim, Brad T.; St. Peter, Claire C.; Robinson, Nicole – Journal of Applied Behavior Analysis, 2015
Previous research supports the use of a variety of error-correction procedures to facilitate skill acquisition during discrete-trial instruction. We used an adapted alternating treatments design to compare the effects of 4 commonly used error-correction procedures on skill acquisition for 2 children with attention deficit hyperactivity disorder…
Descriptors: Error Correction, Skill Development, Attention Deficit Hyperactivity Disorder, Pervasive Developmental Disorders
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Kodak, Tiffany; Campbell, Vincent; Bergmann, Samantha; LeBlanc, Brittany; Kurtz-Nelson, Eva; Cariveau, Tom; Haq, Shaji; Zemantic, Patricia; Mahon, Jacob – Journal of Applied Behavior Analysis, 2016
Prior research shows that learners have idiosyncratic responses to error-correction procedures during instruction. Thus, assessments that identify error-correction strategies to include in instruction can aid practitioners in selecting individualized, efficacious, and efficient interventions. The current investigation conducted an assessment to…
Descriptors: Autism, Pervasive Developmental Disorders, Error Correction, Sight Method