An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder

Research in Autism Spectrum Disorders

Volumn 9, Issue , 2015, Pages 182-192

  Kelly, Laura ^a   Holloway, Jennifer ^a  

^a NATIONAL UNIVERSITY OF IRELAND   (Ireland)

Author keywords

Autism Spectrum Disorder; Behavioral Momentum; Fluency training; Tacts; Verbal behavior

Indexed keywords

ARTICLE; AUTISM; BEHAVIOR THERAPY; BEHAVIORAL MOMENTUM; CASE REPORT; CHILD; CLINICAL EFFECTIVENESS; CONTROLLED STUDY; DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS; ENDURANCE; EXERCISE; FEMALE; FLUENCY TRAINING; HUMAN; MALE; REINFORCEMENT; TASK PERFORMANCE; TEACHING; VERBAL BEHAVIOR;

EID: 84910627687     PISSN: 17509467     EISSN: 18780237     Source Type: Journal    
DOI: 10.1016/j.rasd.2014.10.007     Document Type: Article

References (42)

1. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.).
2. Ardoin, S. P., Martens, B. K., & Wolfe, L. A. (1999). Using high-probability instruction sequences with fading to increase student compliant during transition. Journal of Applied Behavior Analysis, 32, 339-351.
3. Belfiore, P. J., Lee, D. L., Vargas, A. U., & Skinner, C. H. (1997). Effects of high-preference single-digit mathematics problem completion on multiple-digit mathematics problem performance. Journal of Applied Behavior Analysis, 30, 327-330.
4. Beverley, M., Hughes, J. C., & Hastings, R. P. (2009). What's the probability of that? Using SAFMEDS to increase undergraduate success with statistical concepts. European Journal of Behavior Analysis, 10(2), 235-247.
5. Binder, C. (1993). Behavioral fluency: A new paradigm. Educational Technology, 8-14.
6. Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163-197.
7. Bodfish, J. W., Symons, F. J., Parker, D. E., & Lewis, M. H. (2000). Varieties in repetitive behavior in autism. Journal of Autism and Developmental Disorders, 30, 237-243.
8. Burns, M. K., Ardoin, S. P., Parker, D. C., Hodgson, J., Klingbeil, D. A., & Scholin, S. E. (2008). Interspersal technique and behavioral momentum for reading word lists. School Psychology Review, 38, 428-434.
9. Chiesa, M., & Robertson, A. (2000). Precision teaching and fluency training: Making maths easier for pupils and teachers. Educational Psychology in Practice, 16, 297-310.
10. Fabrizio, M., & Moors, A. (2003). Evaluating mastery: Measuring instructional outcomes for children with autism. European Journal of Behavior Analysis, 4, 23-26.
11. Forde, I., Holloway, J., Healy, O., & Brosnan, J. (2011). A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children. Research in Autism Spectrum Disorders, 5, 1471-1478.
12. Gilliam, J. E. (2006). Gilliam Autism Rating Scale 2nd Edition (GARS-2). Austin, TX: ProEd.
13. Greer, R. D., & Ross, D. E. (2007). Verbal behavior analysis. New Jersey: Pearson.
14. Holding, E., Bray, M. A., & Kehle, T. J. (2011). Does speed matter? A comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism. Psychology in the Schools, 48(2), 166-183.
15. Hughes, J. C., Beverley, M., & Whitehead, J. (2007). Using precision teaching to increase the fluency of word reading with problem readers. European Journal of Behavior Analysis, 8, 221-238.
16. Johnson, K., & Layng, T. (1996). On terms and procedures: Fluency. The Behavior Analyst, 19, 281-288.
17. Johnson, & Street (2013). Response to intervention and precision teaching. New York: The Guildford Press.
18. Kerr, K., Smyth, P., & Mcdowell, C. (2003). Precision teaching children with autism: Helping design effective programmes. Early Child Development and Care, 173(4), 399-410.
19. Koegel, R. L., O'Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disabilities, 17, 187-200.
20. Koegel, R. L., Russo, D. C., & Rincover, A. (1977). Assessing and training teachers in the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197-205.
21. Kubina, R. M., Jr., & Wolfe, P. (2005). Potential applications of behavioral fluency for students with autism. Exceptionality, 13(1), 35-44.
22. Lee, D. L., & Laspe, A. K. (2003). Using high-probability request sequences to increase journal writing. Journal of Behavioral Education, 12, 261-273.
23. Lovaas, O. I., Koegel, R. L., Simmons, J. Q., & Long, J. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131-166.
24. Mace, F. C., Hock, M. L., Lalli, J. S., West, B. J., Belfiore, P. J., & Brown, D. K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123-141.
25. McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. Journal of Applied School Psychology, 20, 129-147.
26. McGee, Krantz, & McClannahan (1986). An extension of incidental teaching procedures to reading instructions for autistic children. Journal of Applied Behavior Analysis, 19, 147-157.
27. Nevin, J. A. (1996). The momentum of compliance. Journal of the Experimental Analysis of Behavior, 29, 535-547.
28. Nopprapun, M., & Holloway, J. (2014). A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes. Research in Autism Spectrum Disorders, 8(7), 788-802.
29. Parker, R. I., & Vannest, K. (2009). An improved effect size for single-case research: Nonoverlap of all pairs. Behavior Therapy, 40, 357-367.
30. Reutzel, R., & Hollingsworth, P. M. (1993). Effects of fluency training on second graders' reading comprehension. The Journal of Educational Research, 6, 325-331.
31. Roest, E. R. (2008). A comparative study of fluency training and discrete trial training on the acquisition, stimulus generalization, and retention of noun labels in children with autism. ProQuest.
32. Shapiro, E. S. (2013). Behavioral Observation of Students in School (BOSS). New Jersey: Pearson.
33. Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.
34. Singer-Dudek, J., & Greer, R. D. (2010). A long-term analysis of the relationship between fluency and the training and maintenance of complex math skills. The Psychological Record, 55(3), 361-376.
35. Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
36. Stading, M., Williams, R. L., & McLaughlin, T. F. (1996). Effects of copy, cover, and compare procedure on multiplication facts mastery with a third grade girl with learning disabilities in a home setting. Education & Treatment of Children, 19, 425-434.
37. Sundberg, M. L., & Partington, J. W. (1998). Teaching language to children with autism or other developmental disabilities. Danville, CA: Behavior Analysts, Inc.
38. Volkert, V. M., Lerman, D. C., Trosclair, N., Addison, L., & Kodak, T. (2008). An exploratory analysis of task-interspersal procedures while teaching object labels to children with autism. Journal of Applied Behavior Analysis, 41, 335-350.
39. Wehby, J. H., & Hollahan, M. S. (2000). Effects of high-probability requests on the latency to initiate academic tasks. Journal of Applied Behavior Analysis, 33, 259-262.
40. Weiss, M. J., Fabrizio, M., & Bamond, M. (2008). Skill maintenance and frequency building: Archival data from individuals with autism spectrum disorders. Journal of Precision Teaching and Celebration, 24, 28-37.
41. Weiss, M. J., Pearson, N., Foley, K., & Pahl, S. (2010). The importance of fluency outcomes in learners with autism. Behavior Analyst Today, 11(4), 245-252.
42. Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool Language Scale, Fourth Ed (PLS-4). New Jersey: Pearson.