title: A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder.
abstract: We compared the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words. Jon, a 6-year-old boy diagnosed with autism spectrum disorder, participated. Across three comparative evaluations, the conditional-only method resulted in fewer sessions to mastery than a modified simple-conditional method. Textual responses emerged after Jon mastered the sight words as receptive labels. Practitioners should avoid teaching component simple discriminations as a strategy for facilitating conditional discrimination training in clinical practice.
authors.affiliation: University of British Columbia, Vancouver, BC Canada.|Department of Educational and Counselling Psychology and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC Canada V6T 1Z4.
authors.forename: Laura L
authors.initials: LL
authors.lastname: Grow
authors.affiliation: University of British Columbia, Vancouver, BC Canada.
authors.forename: Rebecca
authors.initials: R
authors.lastname: Van Der Hijde
keywords: Conditional discrimination; Sight words; Textual relation; Verbal behavior