Comparison of task interspersal ratios on efficiency of learning and problem behavior for children with autism spectrum disorder.
The current study extends the literature on task interspersal (TI) by comparing the effects of four different TI ratios on the efficiency of skill acquisition and on levels of problem behavior in children with autism spectrum disorder and related disorders. The four ratios of TI were 3:1, 1:1, 1:3,...
| Publicado en: | Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) Vol. 52; no. 2; pp. 355 - 370 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
John Wiley & Sons, Inc.
May2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=135775453&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 135775453 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00218855 NRNO jtl: Journal of Applied Behavior Analysis (John Wiley & Sons, Inc.) issn: 00218855 maglogo: N pubinfo: dt: May2019 vid: 52 iid: 2 pid: 52269 pub: John Wiley & Sons, Inc. artinfo: ui: 135775453 135775453 135775453 10.1002/jaba.527 135775453 ppf: 355 ppct: 15 formats: tig: atl: Comparison of task interspersal ratios on efficiency of learning and problem behavior for children with autism spectrum disorder. aug: au: Knutson, Sophie C. Kodak, Tiffany Costello, Dayna R. Cliett, Terra affil: University of Wisconsin‐Milwaukee sug: subj: Autism Spectrum Disorder In Infancy and Childhood Skill Acquisition Evaluation Disruptive Behavior Classification Human Child Child Behavior Disorders Task Performance and Analysis Child: 6-12 years ab: The current study extends the literature on task interspersal (TI) by comparing the effects of four different TI ratios on the efficiency of skill acquisition and on levels of problem behavior in children with autism spectrum disorder and related disorders. The four ratios of TI were 3:1, 1:1, 1:3, and 0:1 mastered‐to‐acquisition tasks. An adapted alternating treatments design was implemented to compare the cumulative number of stimuli mastered, mean training time to mastery, rate of acquisition, and the level of problem behavior. The results showed that the 0:1 condition was the most efficient intervention procedure for all four participants. In addition, TI did not lead to a greater reduction in levels of problem behavior. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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