Association for Behavior Analysis International

The acquisition of novel behavior is an important goal in Applied Behavior Analysis. In this symposium, researchers will present on different topics to illuminate how to improve skill acquisition, with a focus on the effectiveness and efficiency of intervention strategies. In the first talk, researchers compared fixed and repetitive models during an object imitation program. Two talks incorporate instructional feedback. In one, instructive feedback was incorporated to teach tacts and play behavior for children. In the other, instructive feedback and descriptive praise conditions were compared to a condition without differential outcomes. In the last talk, researchers compared acquisition criteria, applied to individual operants v. sets of operants, and their effects on acquisition and maintenance.

Graduate students and professions seeking to learn intermediate skill acquisition tactics

Imitative behavior is a foundational skill that is critical to the development of a wide variety of behaviors. A well-established imitative repertoire can facilitate the acquisition of functional communication, social behaviors, and observational learning. Although early intensive behavioral intervention programs for young children with autism incorporate imitation training, learners with autism may exhibit difficulties in acquiring an imitative repertoire. Few studies have evaluated the types of models responsible for acquisition when teaching imitation to children with autism. However, a preliminary evaluation of teaching object imitation with fixed and repetitive model targets suggested that children with autism may acquire imitation more rapidly when taught with repetitive models (Deshais & Vollmer, 2019). The purpose of the current study was to extend and compare the rates of acquisition when teaching with repetitive and fixed models within a conditional discrimination arrangement using evidence-based teaching procedures. We compared the acquisition of targets taught with repetitive and fixed imitative models for three participants with autism. The current results suggest that fixed models resulted in rapid acquisition for one participant across sets; whereas, the fixed model was acquired more quickly in one set for the second participant. Results for additional participants will also be discussed.

Play provides children learning opportunities in the natural environment to acquire communication skills. Due to deficits in social communication skills and increased rates of stereotypic behavior (i.e., non-contextual repetitive behavior), children diagnosed with autism spectrum disorder (ASD) have difficulties acquiring both functional and symbolic play skills. To further close the gap between the skill level of children with ASD and their typically developing peers, procedures need to be both effective and efficient. One way to increase efficiency of teaching is through the use of instructive feedback. Therefore, the purpose of the current study is to systematically replicate and extend previous research by examining if play behaviors emerge when using IF to teach conceptually related primary (i.e., tacts) and secondary targets (i.e., play skills). We predict the results of the present study will demonstrate the effectiveness and efficiency of using instructive feedback to teach secondary targets consisting of play skills