title: A comparison of methods for teaching receptive labeling to children with autism spectrum disorders: a systematic replication.
abstract: Previous research has demonstrated that the conditional-only method (starting with a multiple-stimulus array) is more efficient than the simple-conditional method (progressive incorporation of more stimuli into the array) for teaching receptive labeling to children with autism spectrum disorders (Grow, Carr, Kodak, Jostad, & Kisamore,). The current study systematically replicated the earlier study by comparing the 2 approaches using progressive prompting with 2 boys with autism. The results showed that the conditional-only method was a more efficient and reliable teaching procedure than the simple-conditional method. The results further call into question the practice of teaching simple discriminations to facilitate acquisition of conditional discriminations.
authors.affiliation: University of British Columbia.
authors.forename: Laura L
authors.initials: LL
authors.lastname: Grow
authors.forename: Tiffany
authors.initials: T
authors.lastname: Kodak
authors.forename: James E
authors.initials: JE
authors.lastname: Carr
mesh_terms: D000161:Acoustic Stimulation; D002659:Child Development Disorders, Pervasive / Q000523:psychology / Q000534:rehabilitation*; D002675:Child, Preschool; D004193:Discrimination Learning; D006801:Humans; D008297:Male; D010775:Photic Stimulation; D012054:Reinforcement, Psychology; D013663:Teaching / Q000379:methods*
keywords: autism; conditional discrimination training; receptive language; stimulus control