Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD
Within the framework of the applied behavior analysis, a comparison of the effectiveness of the direct and the generalized reinforcement was made during the teaching the skill of distinguishing arithmetic operations in mathematical problems. The study was conducted in two phases over two...
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| Format: | Article |
| Language: | Russian |
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Moscow State University of Psychology and Education
2021-01-01
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| Series: | Аутизм и нарушение развития |
| Online Access: | https://psyjournals.ru/en/journals/autdd/archive/2021_n2/Kolesnikova |
| _version_ | 1797824226977120256 |
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| author | Y.V. Kolesnikova |
| author_facet | Y.V. Kolesnikova |
| author_sort | Y.V. Kolesnikova |
| collection | DOAJ |
| description |
Within the framework of the applied behavior analysis, a comparison of the effectiveness of the direct and the generalized reinforcement was made during the teaching the skill of distinguishing arithmetic operations in mathematical problems. The study was conducted in two phases over two weeks with a 9-year-old girl with autism spectrum disorder (ASD). The first phase included training of multiplication and addition tasks, using tangible reinforcement, compared to the training of the arithmetic performance in division and subtraction tasks, using generalized reinforcement. The second phase included the training of discrimination between different arithmetic operations, but tangible and generalized reinforcements were used in variable mode. The results showed no differences in the effectiveness of both generalized and tangible reinforcements in the teaching process. The participant successfully learned to discriminate between different arithmetic operations as addition, multiplication, subtraction and division in single-component tasks. |
| first_indexed | 2024-03-13T10:35:48Z |
| format | Article |
| id | doaj.art-3a29c65fac4a4d84a081cd8fc5933736 |
| institution | Directory Open Access Journal |
| issn | 1994-1617 2413-4317 |
| language | Russian |
| last_indexed | 2024-03-13T10:35:48Z |
| publishDate | 2021-01-01 |
| publisher | Moscow State University of Psychology and Education |
| record_format | Article |
| series | Аутизм и нарушение развития |
| spelling | doaj.art-3a29c65fac4a4d84a081cd8fc59337362023-05-18T05:58:41ZrusMoscow State University of Psychology and EducationАутизм и нарушение развития1994-16172413-43172021-01-01192525810.17759/autdd.2021710206Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASDY.V. Kolesnikova0https://orcid.org/0000-0002-1971-640XNon-Profit Organization «Rehabilitation Center for Disabled Children “Our Sunny World”» Within the framework of the applied behavior analysis, a comparison of the effectiveness of the direct and the generalized reinforcement was made during the teaching the skill of distinguishing arithmetic operations in mathematical problems. The study was conducted in two phases over two weeks with a 9-year-old girl with autism spectrum disorder (ASD). The first phase included training of multiplication and addition tasks, using tangible reinforcement, compared to the training of the arithmetic performance in division and subtraction tasks, using generalized reinforcement. The second phase included the training of discrimination between different arithmetic operations, but tangible and generalized reinforcements were used in variable mode. The results showed no differences in the effectiveness of both generalized and tangible reinforcements in the teaching process. The participant successfully learned to discriminate between different arithmetic operations as addition, multiplication, subtraction and division in single-component tasks.https://psyjournals.ru/en/journals/autdd/archive/2021_n2/Kolesnikova |
| spellingShingle | Y.V. Kolesnikova Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD Аутизм и нарушение развития |
| title | Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD |
| title_full | Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD |
| title_fullStr | Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD |
| title_full_unstemmed | Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD |
| title_short | Comparative Analysis of the Effectivenessof the Using of Direct and Generalized Conditional Reinforcement in the Development of a Skill of Solving of Simple Arithmetic Problems in a Child with ASD |
| title_sort | comparative analysis of the effectivenessof the using of direct and generalized conditional reinforcement in the development of a skill of solving of simple arithmetic problems in a child with asd |
| url | https://psyjournals.ru/en/journals/autdd/archive/2021_n2/Kolesnikova |
| work_keys_str_mv | AT yvkolesnikova comparativeanalysisoftheeffectivenessoftheusingofdirectandgeneralizedconditionalreinforcementinthedevelopmentofaskillofsolvingofsimplearithmeticproblemsinachildwithasd |