A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder

We compared the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words. Jon, a 6-year-old boy diagnosed with autism spectrum disorder, participated. Across three comparative evaluations, the conditional-only...

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Bibliographic Details
Published in:Behavior analysis in practice 2017-03, Vol.10 (1), p.62-66
Main Authors: Grow, Laura L., Van Der Hijde, Rebecca
Format: Article
Language:English
Subjects:
Autism
Behavioral Science and Psychology
Brief Practice
Early intervention
Labeling
Psychology
Skills
Teaching
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Summary:We compared the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words. Jon, a 6-year-old boy diagnosed with autism spectrum disorder, participated. Across three comparative evaluations, the conditional-only method resulted in fewer sessions to mastery than a modified simple-conditional method. Textual responses emerged after Jon mastered the sight words as receptive labels. Practitioners should avoid teaching component simple discriminations as a strategy for facilitating conditional discrimination training in clinical practice.
ISSN:1998-1929
2196-8934
DOI:10.1007/s40617-016-0133-0