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Comparison of Traditional and Embedded Discrete Trial Teaching on the Acquisition of Receptive Identification Skills: A Systematic Replication in Adults with Autism.

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Title: Comparison of Traditional and Embedded Discrete Trial Teaching on the Acquisition of Receptive Identification Skills: A Systematic Replication in Adults with Autism.
Authors: DeBiase, Cortney (AUTHOR), DeQuinzio, Jaime A. (AUTHOR), Brewer, Ethan (AUTHOR), Taylor, Bridget A. (AUTHOR)
Source: Journal of Behavioral Education. Sep2024, Vol. 33 Issue 3, p524-540. 17p.
Subjects: Reinforcement (Psychology), Affect (Psychology), Autism, Adults, Beans
Abstract: We used an adapted alternating treatments design to compare the effects of traditional and embedded discrete trial teaching (DTT) with adults with autism. Traditional DTT consisted of the instructor presenting a discriminative stimulus to start each trial ("Point to___"), implementing a prompt (i.e., manual guidance), and providing reinforcement (i.e., praise and token) for correct responding. Embedded DTT consisted of presenting this same trial structure within an ongoing activity (e.g., playing bean bag toss). The percentage of correct responses improved with the introduction of both types of DTT; however, for both participants, embedded DTT showed faster acquisition (i.e., fewer trials to criterion) but longer session durations than traditional DTT. Participants showed more positive affect during embedded DTT and chose it more often relative to traditional DTT. These results replicated and extended the results of Geiger et al. (Behav Anal Pract 5(2):49–59, 2012. 10.1007/bf03391823) and have implications for considering participant assent and interest in ABA-based instruction. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Comparison of Traditional and Embedded Discrete Trial Teaching on the Acquisition of Receptive Identification Skills: A Systematic Replication in Adults with Autism.
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  Data: We used an adapted alternating treatments design to compare the effects of traditional and embedded discrete trial teaching (DTT) with adults with autism. Traditional DTT consisted of the instructor presenting a discriminative stimulus to start each trial ("Point to___"), implementing a prompt (i.e., manual guidance), and providing reinforcement (i.e., praise and token) for correct responding. Embedded DTT consisted of presenting this same trial structure within an ongoing activity (e.g., playing bean bag toss). The percentage of correct responses improved with the introduction of both types of DTT; however, for both participants, embedded DTT showed faster acquisition (i.e., fewer trials to criterion) but longer session durations than traditional DTT. Participants showed more positive affect during embedded DTT and chose it more often relative to traditional DTT. These results replicated and extended the results of Geiger et al. (Behav Anal Pract 5(2):49–59, 2012. 10.1007/bf03391823) and have implications for considering participant assent and interest in ABA-based instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1007/s10864-022-09501-5
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Affect (Psychology)
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      – SubjectFull: Autism
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      – SubjectFull: Adults
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      – TitleFull: Comparison of Traditional and Embedded Discrete Trial Teaching on the Acquisition of Receptive Identification Skills: A Systematic Replication in Adults with Autism.
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              M: 09
              Text: Sep2024
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              Y: 2024
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