This study compared the relative reinforcing efficacy of high-preferred and low-preferred stimuli, as determined by two types of preference assessments, on acquisition rates in three children diagnosed with an Autism Spectrum Disorder (ASD). The study also evaluated the indirect effects of preference on students’ stereotypy and problem behavior during instructional periods. Participants were presented with a task and provided high or low-preferred stimuli contingent upon correct responding. Results showed that acquisition occurred more rapidly in the highly preferred condition for some participants. Higher rates of problem behavior occurred in the low preferred condition for all participants. These results highlight the importance of utilizing preference assessment procedures to identify and deliver high-preferred items in skill acquisition procedures for individuals with ASD.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc801884 |
| Date | 05 1900 |
| Creators | Rorer, Lynette |
| Contributors | Toussaint, Karen A., Ala'i-Rosales, Shahla, Ingvarsson, Einar Thor |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 41 pages : illustrations, Text |
| Rights | Public, Rorer, Lynette, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0181 seconds