An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism

Journal of Applied Behavior Analysis

Volumn 41, Issue 3, 2008, Pages 335-350

  Volkert, Valerie M ^a,c   Lerman, Dorothea C ^b   Trosclair, Nicole ^a   Addison, Laura ^a   Kodak, Tiffany ^a  

^a LOUISIANA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF HOUSTON   (United States)

^c NONE   (United States)

Author keywords

Autism; Behavioral momentum; High probability instructional sequence; Interspersal procedures; Reinforcer potency

Indexed keywords

ARTICLE; AUTISM; CHILD; CHILD BEHAVIOR; FOOD PREFERENCE; HUMAN; METHODOLOGY; PRESCHOOL CHILD; PSYCHOLOGICAL ASPECT; REINFORCEMENT; RESEARCH; TEACHING;

AUTISTIC DISORDER; CHILD; CHILD BEHAVIOR; CHILD, PRESCHOOL; FOOD PREFERENCES; HUMANS; REINFORCEMENT (PSYCHOLOGY); RESEARCH; TEACHING;

EID: 52249094444     PISSN: 00218855     EISSN: None     Source Type: Journal    
DOI: 10.1901/jaba.2008.41-335     Document Type: Article

References (22)

1. Browder, D. M., & Shear, S. M. (1996). Interspersal of known items in a treatment package to teach sight words to students with behavior disorders. The Journal of Special Education, 29, 400-413.
2. Charlop, M. H., Kurtz, P. F., & Milstein, J. P. (1992). Too much reinforcement, too little behavior: Assessing task interspersal procedures in conjunction with different reinforcement schedules with autistic children. Journal of Applied Behavior Analysis, 25, 795-808.
3. Chong, I. M., & Carr, J. E. (2005). An investigation of the potentially adverse effects of task interspersal. Behavioral Interventions, 20, 285-300.
4. Cooke, N. L., Guzaukas, R., Pressley, J. S., & Kerr, K. (1993). Effects of using new items to review items during the drill and practice: Three experiments. Education and Treatment of Children, 16, 213-234.
5. Cooke, N. L., & Reichard, S. M. (1996). The effects of different interspersal drill ratios on acquisition and generalization of multiplication and division facts. Education and Treatment of Children, 19, 124-142.
6. Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41-64.
7. Dunlap, G., & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619-627.
8. Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, J. C., & Slevin, I. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491-498.
9. Lerman, D. C., Parten, M., Addison, L., Vorndran, C., Volkert, V., & Kodak, T. (2005). A methodology for assessing the functions of emerging speech in children with developmental disabilities. Journal of Applied Behavior Analysis, 38, 303-331.
10. Logan, P., & Skinner, C. H. (1998). Improving students' perceptions of mathematics assignment by increasing problem completion rates: Is problem completion a reinforcing event? School Psychology Quarterly, 13, 322-331.
11. Mace, F. C., & Belfiore, P. (1990). Behavioral momentum in the treatment of escape-motivated stereotypy. Journal of Applied Behavior Analysis, 23, 507-514.
12. Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P., Pinter, E., et al. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.
13. Mace, F. C., Mauro, B. C., Boyajian, A. E., & Eckert, T. L. (1997). Effects of reinforcer quality on behavioral momentum: Coordinated applied and basic research. Journal of Applied Behavior Analysis, 30, 1-20.
14. Neef, N. A., Iwata, B. A., & Page, T. J. (1977). The effects of known-item interspersal on acquisition and retention of spelling and sight-reading words. Journal of Applied Behavior Analysis, 10, 738.
15. Neef, N. A., Iwata, B. A., & Page, T. J. (1980). The effects of interspersal training versus high-density reinforcement on spelling acquisition and retention. Journal of Applied Behavior Analysis, 13, 153-158.
16. Nevin, J. A., Mandell, C., & Atak, J. R. (1983). The analysis of behavioral momentum. Journal of the Experimental Analysis of Behavior, 39, 49-59.
17. Patel, M. R., Reed, G. K., Piazza, C. C., Bachmeyer, M. H., Layer, S. A., & Pablico, R. S. (2006). An evaluation of a high-probability instructional sequence to increase acceptance of food and decrease inappropriate behavior in children with pediatric feeding disorders. Research in Developmental Disabilities, 27, 430-442.
18. Roberts, M. L., & Shapiro, E. S. (1996). Effects of instructional ratios on students' reading performance in a regular education program. Journal of School Psychology, 34, 73-91.
19. Robinson, S. L., & Skinner, C. H. (2002). Interspersing additional easier items to enhance mathematics performance on subtests requiring different task demands. School Psychology Quarterly, 17, 191-205.
20. Rowan, V. C., & Pear, J. J. (1985). A comparison of the effects of interspersal and concurrent training sequences on acquisition, retention, and generalization of picture names. Applied Research in Mental Retardation, 6, 127-145.
21. Wildmon, M. E., Skinner, C. H., Watson, S. T., & Garrett, S. L. (2004). Enhancing assignment perceptions in students with mathematics learning disabilities by including more work. School Psychology Quarterly, 19, 106-120.
22. Zarcone, J. R., Iwata, B. A., Hughes, C. E., & Vollmer, T. R. (1993). Momentum versus extinction effects in the treatment of self-injurious escape behavior. Journal of Applied Behavior Analysis, 26, 135-136.