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Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
Published on: April 22, 2015
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Learner Preference Between Massed- and Alternating-Trial Sequencing when Teaching Stimulus Relations to Children with
Paulo Guilhardi1, Jennifer Smith1, Camille Rivera1
1Beacon ABA Services, Inc, 321 Fortune Boulevard, Milford, MA 01757 USA.
Behavior Analysis in Practice
|March 30, 2017
Summary
Children with autism preferred alternating instructional trials over massed trials. This finding suggests alternating trial sequencing may enhance learning engagement for autistic learners.
Area of Science:
- Behavioral Psychology
- Developmental Psychology
- Special Education
Background:
- Instructional design significantly impacts learning outcomes for children with autism spectrum disorder (ASD).
- Understanding learner preferences for trial sequencing is crucial for optimizing educational interventions.
- Previous research has explored various reinforcement schedules and task formats in ASD education.
Purpose of the Study:
- To investigate the preference of two children with autism for different intersession trial distribution methods.
- To compare massed-trial sequencing versus alternating-trial sequencing in a computerized matching-to-sample task.
- To evaluate the influence of trial distribution on instructional engagement and potential reinforcement delays.
Main Methods:
- Two children diagnosed with autism spectrum disorder participated in the study.
- A computerized matching-to-sample task was utilized, comprising 12 learning opportunities.
- Participants chose between massed-trial sequencing (grouped unknown/mastered trials) and alternating-trial sequencing (interspersed unknown/mastered trials).
- An extinction condition served as a control measure.
Main Results:
- Both participating children consistently demonstrated a preference for the alternating-trial sequencing condition.
- This preference was observed regardless of whether unknown or mastered trials were presented first in the massed condition.
- The findings indicate a clear inclination towards interspersed instructional content over blocked content.
Conclusions:
- Alternating-trial sequencing appears to be a preferred instructional arrangement for the children studied.
- These results have implications for designing more engaging and effective educational programs for individuals with autism.
- Further research should explore the impact of trial sequencing on reinforcement density and learning efficiency in this population.
