ArticleBehavior analysis in practice2019
Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism.
Article in Behavior analysis in practice, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed.
- A Review of the Environmental Variables Included in Mand Training Interventions.The Analysis of verbal behavior · 2024Review
- The Application of Mental Health Teaching Method and Special Teaching Method in College Chinese Teaching under the Network Environment.Journal of environmental and public health · 2022Article
- Some Dimensions of Mand Variability and Implications for Research and Practice.The Analysis of verbal behavior · 2021Review
- Evaluation of Lag Schedules and Rules on Persistent Response Variability With Preschoolers in a Group.The Analysis of verbal behavior · 2020Article
- Replication and Extension of the Effects of Lag Schedules on Mand Variability and Challenging Behavior During Functional Communication Training.The Analysis of verbal behavior · 2020Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
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