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This study examined stimulus presentation orders for teaching auditory-visual conditional discrimination (AVCD) to children with autism spectrum disorder (ASD). Both sample-first and comparisons-first methods were effective for most children, with sample-first showing promise for some.

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Area of Science:

  • Developmental Psychology
  • Behavior Analysis
  • Special Education

Background:

  • Children with autism spectrum disorder (ASD) often receive early intervention services.
  • Conditional discrimination training is a common intervention for children with ASD.
  • Auditory-visual conditional discrimination (AVCD) training involves multiple stimuli, and its efficacy can depend on stimulus presentation order.

Purpose of the Study:

  • To replicate and examine the efficacy of different stimulus-presentation orders in auditory-visual conditional discrimination (AVCD) training for children with ASD.
  • To compare the effectiveness of sample-first versus comparisons-first stimulus arrangements.
  • To evaluate an additional sample-first-with-repetition arrangement.

Main Methods:

  • Experiment 1: Compared sample-first and comparisons-first stimulus presentation orders in 8 comparisons with 4 participants with ASD.
  • Experiment 2: Introduced a sample-first-with-repetition arrangement and conducted 6 comparisons with 5 participants with ASD.
  • Data collected focused on the efficacy of each presentation order for participants.

Main Results:

  • In Experiment 1, both sample-first and comparisons-first orders were efficacious for 3 out of 4 participants; the sample-first order was more effective for 1 participant.
  • In Experiment 2, all three tested presentation orders (sample-first, comparisons-first, and sample-first-with-repetition) were found to be efficacious across all 5 participants.
  • The findings suggest flexibility in stimulus presentation order for AVCD training.

Conclusions:

  • Different stimulus presentation orders can be effective for teaching auditory-visual conditional discrimination (AVCD) to children with autism spectrum disorder (ASD).
  • The sample-first arrangement may be particularly beneficial for some individuals with ASD.
  • Further research is needed to optimize the efficiency and efficacy of AVCD training methods.