Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
Abstract Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-11-01
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| Series: | Psicologia: Reflexão e Crítica |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41155-019-0134-3 |
| _version_ | 1818694735182692352 |
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| author | Ana Carolina Cabral Carneiro Eileen Pfeiffer Flores Romariz da Silva Barros Carlos Barbosa Alves de Souza |
| author_facet | Ana Carolina Cabral Carneiro Eileen Pfeiffer Flores Romariz da Silva Barros Carlos Barbosa Alves de Souza |
| author_sort | Ana Carolina Cabral Carneiro |
| collection | DOAJ |
| description | Abstract Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants’ performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings. |
| first_indexed | 2024-12-17T13:34:18Z |
| format | Article |
| id | doaj.art-ea3b54f8c8674b189e99a515fc035b46 |
| institution | Directory Open Access Journal |
| issn | 1678-7153 |
| language | English |
| last_indexed | 2024-12-17T13:34:18Z |
| publishDate | 2019-11-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Psicologia: Reflexão e Crítica |
| spelling | doaj.art-ea3b54f8c8674b189e99a515fc035b462022-12-21T21:46:28ZengSpringerOpenPsicologia: Reflexão e Crítica1678-71532019-11-013211810.1186/s41155-019-0134-3Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autismAna Carolina Cabral Carneiro0Eileen Pfeiffer Flores1Romariz da Silva Barros2Carlos Barbosa Alves de Souza3Universidade Federal do ParáUniversidade de BrasíliaUniversidade Federal do ParáUniversidade Federal do ParáAbstract Background Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants’ performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.http://link.springer.com/article/10.1186/s41155-019-0134-3Correction procedureReinforcementVerbal behaviorAutism |
| spellingShingle | Ana Carolina Cabral Carneiro Eileen Pfeiffer Flores Romariz da Silva Barros Carlos Barbosa Alves de Souza Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism Psicologia: Reflexão e Crítica Correction procedure Reinforcement Verbal behavior Autism |
| title | Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism |
| title_full | Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism |
| title_fullStr | Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism |
| title_full_unstemmed | Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism |
| title_short | Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism |
| title_sort | evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism |
| topic | Correction procedure Reinforcement Verbal behavior Autism |
| url | http://link.springer.com/article/10.1186/s41155-019-0134-3 |
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