[article] 
inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3704-3715

Titre :	The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism
Type de document :	texte imprimé
Auteurs :	Chengan YUAN, Auteur ; Youjia HUA, Auteur ; Jing ZHU, Auteur
Article en page(s) :	p.3704-3715
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Early behavioral intervention  Error correction  Preference  Reinforcement
Index. décimale :	PER Périodiques
Résumé :	Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants' preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant's preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04086-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

[article] The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism [texte imprimé] / Chengan YUAN, Auteur ; Youjia HUA, Auteur ; Jing ZHU, Auteur . - p.3704-3715.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3704-3715

Mots-clés :	Autism spectrum disorder  Early behavioral intervention  Error correction  Preference  Reinforcement
Index. décimale :	PER Périodiques
Résumé :	Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants' preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant's preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings.
En ligne :	http://dx.doi.org/10.1007/s10803-019-04086-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405