Examination of the Relation between an Assessment of Skills and Performance on Auditory-Visual Conditional Discriminations for Children with Autism Spectrum Disorder

Autor/inn/en	Kodak, Tiffany; Clements, Andrea; Paden, Amber R.; LeBlanc, Brittany; Mintz, Joslyn; Toussaint, Karen A.
Titel	Examination of the Relation between an Assessment of Skills and Performance on Auditory-Visual Conditional Discriminations for Children with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 48 (2015) 1, S.52-70 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.160
Schlagwörter	Children; Autism; Pervasive Developmental Disorders; Auditory Discrimination; Visual Discrimination; Conditioning; Training; Skill Development; Imitation; Comparative Analysis; Program Effectiveness; Teaching Methods; Correlation + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Autismus; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation
Abstract	The current investigation evaluated repertoires that may be related to performance on auditory-to-visual conditional discrimination training with 9 students who had been diagnosed with autism spectrum disorder. The skills included in the assessment were matching, imitation, scanning, an auditory discrimination, and a visual discrimination. The results of the skills assessment showed that 4 participants failed to demonstrate mastery of at least 1 of the skills. We compared the outcomes of the assessment to the results of auditory-visual conditional discrimination training and found that training outcomes were related to the assessment outcomes for 7 of the 9 participants. One participant who did not demonstrate mastery of all assessment skills subsequently learned several conditional discriminations when blocked training trials were conducted. Another participant who did not demonstrate mastery of the auditory discrimination skill subsequently acquired conditional discriminations in 1 of the training conditions. We discuss the implications of the assessment for practice and suggest additional areas of research on this topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01