ArticleBehavior analysis in practice2020
The Effects of Vocal Stereotypy on Secondary Target Acquisition.
Article in Behavior analysis in practice, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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
2 citing papers in PubMed.
- Teaching Problem Explanations Using Instructive Feedback: A Replication and Extension.The Analysis of verbal behavior · 2024Article
- Teaching the Function of Auditory Stimuli Using Secondary Target Instruction.The Analysis of verbal behavior · 2024Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Instructive feedback (IF) is a strategy for increasing the efficiency of targeted instruction. Previous research has demonstrated the success of IF with learners with autism spectrum disorder (ASD), but limited research exists regarding the efficacy of the intervention with individuals with ASD who engage in vocal stereotypy. The effects of 2 forms of IF were examined with a learner with ASD who engaged in vocal stereotypy. In Study 1, no intervention for vocal stereotypy was implemented. In Study 2, response interruption and redirection (RIRD) was implemented contingent on vocal stereotypy. IF before the praise statement resulted in faster acquisition of secondary targets, but only when RIRD was implemented. These results extend the IF literature by providing evidence that individuals who engage in vocal stereotypy may require concurrent intervention to increase the opportunity for indiscriminable contingencies to be established and the acquisition of secondary targets via IF.
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Registered trials
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