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Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism

Background: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedur...

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Main Authors: Carneiro, Ana Carolina Cabral, Flores, Eileen Pfeiffer, Barros, Romariz da Silva, Souza, Carlos Barbosa Alves de
Format: Artigo
Language: English
Published: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul 2020
Subjects:
Procedimento de correção
Reforço (Psicologia)
Comportamento verbal
Autismo - crianças
Online Access: https://repositorio.unb.br/handle/10482/36349
https://doi.org/10.1186/s41155-019-0134-3
http://orcid.org/0000-0002-4523-6186
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spelling ir-10482-363492020-06-17T18:26:49Z Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism Carneiro, Ana Carolina Cabral Flores, Eileen Pfeiffer Barros, Romariz da Silva Souza, Carlos Barbosa Alves de Procedimento de correção Reforço (Psicologia) Comportamento verbal Autismo - crianças Background: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results: All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants’ performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions: We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings. 2020-01-24T10:30:24Z 2020-01-24T10:30:24Z 2019 Artigo CARNEIRO, Ana Carolina Cabral et al. Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism. Psicologia: Reflexão e Crítica, v. 32, 21, 2019. DOI: https://doi.org/10.1186/s41155-019-0134-3. Disponível em: http://scielo.br/scielo.php?script=sci_arttext&pid=S0102-79722019000105104. Acesso em: 23 jan. 2020. https://repositorio.unb.br/handle/10482/36349 https://doi.org/10.1186/s41155-019-0134-3 http://orcid.org/0000-0002-4523-6186 en Acesso Aberto © The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. application/pdf Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
institution REPOSITORIO UNB
collection REPOSITORIO UNB
language English
topic Procedimento de correção
Reforço (Psicologia)
Comportamento verbal
Autismo - crianças
spellingShingle Procedimento de correção
Reforço (Psicologia)
Comportamento verbal
Autismo - crianças
Carneiro, Ana Carolina Cabral
Flores, Eileen Pfeiffer
Barros, Romariz da Silva
Souza, Carlos Barbosa Alves de
Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
description Background: Procedures that reduce errors while learning a repertoire play an important role in Applied Behavior Analysis for people with autism due to the detrimental effects that excessive exposure to error may have on learning. Previous studies have investigated the effects of correction procedures that require active student response after a trial with error. Some intervention manuals recommend against reinforcing responses after correction to prevent the establishment of prompt dependence. This study directly investigated the effect of reinforcement after an active-response correction procedure during tact training in four children with autism. An echoic-to-tact training procedure was used to train tacts. A “no reinforcement after correction” (NRC) condition was compared to a “reinforcement after correction” (RC) condition, using an adapted alternated treatments design. Results: All participants needed less correction trials in RC than in NRC, and considering all 26 sessions in which both training procedures were implemented, participants’ performance was higher with RC than without in 17 sessions and was the same in 3 sessions. Conclusions: We discuss the effectiveness of reinforcing correct responding after an active-response correction procedure, the absence of prompt dependence, and the implications of better correction procedures for applied settings.
format Artigo
author Carneiro, Ana Carolina Cabral
Flores, Eileen Pfeiffer
Barros, Romariz da Silva
Souza, Carlos Barbosa Alves de
author_sort Carneiro, Ana Carolina Cabral
title Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
title_short Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
title_full Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
title_fullStr Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
title_full_unstemmed Evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
title_sort evaluating the use of programmed reinforcement in a correction procedure with children diagnosed with autism
publisher Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
publishDate 2020
url https://repositorio.unb.br/handle/10482/36349
https://doi.org/10.1186/s41155-019-0134-3
http://orcid.org/0000-0002-4523-6186
_version_ 1672205391969124352
score 13.657419

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