We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
TEACHING WITH MASSED VERSUS INTERSPERSED TRIALS: EFFECTS ON ACQUISITION, MAINTENANCE, AND PROBLEM BEHAVIOR.
- Authors
Henrickson, Marissa L.; Rapp, John T.; Ashbeck, Hazel A.
- Abstract
The current study evaluated the effects of teaching three programs using massed-trial teaching (MTT) versus interspersed-trial teaching (ITT) for three participants diagnosed with autism. Specifically, we compared the (i) rate of response acquisition, (ii) percentage of trials per session with problem behavior, and (iii) number of acquisition targets maintained following mastery. For all three participants, the rate of acquisition was higher under MTT than ITT, and levels of problem behavior were similar in both conditions for each participant. Perhaps the only advantage of ITT over MTT was maintenance of targets at the follow-up probes for two participants; however, neither approach yielded consistently high levels of correct responding across 2-, 4-, and 6-week follow-up probes. Collectively, results for these three participants provide some evidence for the additive benefit of MTT over ITT.
- Subjects
MINNESOTA; TEACHING methods; EVALUATION of teaching; ABILITY; AUTISM; CHILD behavior; COMPARATIVE studies; EXPERIMENTAL design; TRAINING; JUDGMENT sampling; EVALUATION research; EDUCATIONAL outcomes; INTER-observer reliability; CHILDREN
- Publication
Behavioral Interventions, 2015, Vol 30, Issue 1, p36
- ISSN
1072-0847
- Publication type
Article
- DOI
10.1002/bin.1396