Abstract
In laboratory symbolic matching-to-sample (MTS) tasks, acquisition commonly proceeds via trial and error, whereas in applied settings, MTS instruction typically includes prompting and prompt-fading strategies. We examined the effects of error-contingent prompts in symbolic MTS under sample-first and comparison-first presentation arrangements. Three children (4–6 years) participated in each of two experiments. Each participant received two instructional sessions in each of four conditions, with new stimuli in each session. Dependent measures included terminal accuracy, items mastered, and overall efficiency across participants. In Experiment 1, error-contingent prompts facilitated acquisition under the comparison-first but not under the sample-first arrangement. In Experiment 2, the temporal arrangement of error correction trials was altered such that prompts did not delay the presentation of comparison stimuli. With this change, error-contingent prompts facilitated acquisition under both stimulus presentation arrangements. The results suggest that in a sample-first presentation format, prompts may be ineffective if they delay comparison presentation.
Similar content being viewed by others
References
Braga-Kenyon, P., Guilhardi, P., Lionello-DeNolf, K. M., & Dube, W. V. (2017). Teaching visual conditional discriminations using errorless learning: The role of prompts requiring simple and conditional discriminative control. European Journal of Behavior Analysis, 18, 180–194. https://doi.org/10.1080/15021149.2017.1309624.
Carp, C. L., Peterson, S. P., Arkel, A. J., Petursdottir, A. I., & Ingvarsson, E. T. (2012). A further evaluation of picture prompts during auditory-visual conditional discrimination training. Journal of Applied Behavior Analysis, 45, 737–751. https://doi.org/10.1901/jaba.2012.45-737.
Carr, D., & Felce, J. (2008). Teaching picture-to-object relations in picture-based requesting by children with autism: A comparison between error prevention and error correction teaching procedures. Journal of Intellectual Disability Research, 52, 309–317.
Cubicciotti, J. E., Vladescu, J. C., Reeve, K. F., Carroll, R. A., & Schnell, L. K. (2018). Effects of stimulus presentation order during auditory-visual conditional discrimination training for children with autism spectrum disorder. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.530.
Doughty, A. H., & Saunders, K. J. (2009). Decreasing errors in reading-related matching to sample using a delayed-sample procedure. Journal of Applied Behavior Analysis, 42, 717–721. https://doi.org/10.1901/jaba.2009.42-717.
Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test-4. Circle Pines, MN: AGS.
Eckerman, D. A. (1970). Generalization and response mediation of a conditional discrimination. Journal of the Experimental Analysis of Behavior, 13, 301–316. https://doi.org/10.1901/jeab.1970.13-301.
Fienup, D. M., & Critchfield, T. S. (2011). Transportability of equivalence-based programmed instruction: Efficacy and efficiency in a college classroom. Journal of Applied Behavior Analysis, 44, 435–450. https://doi.org/10.1901/jaba.2011.44-435.
Fisher, W. W., Kodak, T., & Moore, J. W. (2007). Embedding an identity-matching task within a prompting hierarchy to facilitate acquisition of conditional discriminations in children with autism. Journal of Applied Behavior Analysis, 40, 489–499. https://doi.org/10.1901/jaba.2007.40-489.
Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16, 72–85. https://doi.org/10.1177/108835760101600203.
Grow, L., & LeBlanc, L. (2013). Teaching receptive language skills: Recommendations for instructors. Behavior Analysis in Practice, 6, 56–75. https://doi.org/10.1007/BF03391791.
Hill, K. E., Griffith, K. R., & Miguel, C. F. (2019). Using equivalence-based instruction to teach piano skills to children. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.547.
Kodak, T., Clements, A., & LeBlanc, B. (2013). A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism. Research in Autism Spectrum Disorders, 7, 801–807. https://doi.org/10.1016/j.rasd.2013.02.007.
Kodak, T., Clements, A., Paden, A. R., LeBlanc, B., Mintz, J., & Toussaint, K. A. (2015). Examination of the relation between an assessment of skills and performance on auditory-visual conditional discriminations for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 48, 1–9. https://doi.org/10.1002/jaba.160.
Leaf, J. B., Alcalay, A., Leaf, J. A., Tsuji, K., Kassardjian, A., Dale, S., et al. (2016). Comparison of most-to-least to error correction for teaching receptive labelling for two children diagnosed with autism. Journal of Research in Special Education Needs, 16, 217–225. https://doi.org/10.1111/1471-3802.12067.
Leaf, R., & McEachin, J. (1999). A work in progress. Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL.
Lerman, D. C., Vorndran, C., Addison, L., & Kuhn, S. A. (2004). A rapid assessment of skills in young children with autism. Journal of Applied Behavior Analysis, 37, 11–26. https://doi.org/10.1901/jaba.2004.37-11.
Lovaas, O. I. (2003). Teaching individuals with developmental delays: Basic intervention techniques. Austin, TX: PRO-ED.
Magee, S. K., & Ellis, J. (2006). The role of error-correction procedures in the reinforcement of errors. Behavioral Interventions, 21, 205–226. https://doi.org/10.1002/bin.217.
McGhan, A. C., & Lerman, D. C. (2013). An assessment of error-correction procedures for learners with autism. Journal of Applied Behavior Analysis, 46, 626–639. https://doi.org/10.1002/jaba.65.
McIlvane, W. J., Kledaras, J. B., Stoddard, L. T., & Dube, W. V. (1990). Delayed sample presentation in MTS: Some possible advantages for teaching individuals with developmental limitations. Experimental Analysis of Human Behavior Bulletin, 8, 31–33.
McIlvane, W. J., Withstandley, J. K., & Stoddard, J. T. (1984). Positive and negative stimulus relations in severely retarded individuals’ conditional discrimination. Analysis and Intervention in Developmental Disabilities, 4, 235–251. https://doi.org/10.1016/0270-4684(84)90003-X.
Morro, G., Mackay, H. A., & Carlin, M. T. (2014). Rapid teaching of arbitrary matching in individuals with intellectual disabilities. The Psychological Record, 64, 731–742. https://doi.org/10.1007/s40732-014-0086-z.
Petursdottir, A. I., & Aguilar, G. (2016). Order of stimulus presentation influences children’s acquisition in receptive identification tasks. Journal of Applied Behavior Analysis, 49, 58–68. https://doi.org/10.1002/jaba.264.
Schneider, K. A., Devine, B., Aguilar, G., & Petursdottir, A. I. (2018). Stimulus presentation order in receptive identification tasks: A systematic replication. Journal of Applied Behavior Analysis, 51, 634–646. https://doi.org/10.1002/jaba.459.
Sindelar, P. T., Rosenberg, M. S., & Wilson, R. L. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67–76.
Smith, T., Mruzek, D. W., Wheat, L. A., & Hughes, C. (2006). Error correction in discrimination training for children with autism. Behavioral Interventions, 21, 245–263. https://doi.org/10.1002/bin.223.
Vedora, J., & Barry, T. (2016). The use of picture prompts and prompt delay to teach receptive labeling. Journal of Applied Behavior Analysis, 49, 960–964. https://doi.org/10.1002/jaba.336.
Vedora, J., Barry, T., & Ward-Horner, J. C. (2018). Sample first versus comparison first stimulus presentations: Preliminary findings for two individuals with autism. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-018-00299-1.
Acknowledgements
This research was supported by undergraduate research Grant #160119 awarded to Providence Gee by the TCU Science and Engineering Research Center.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Gee, P.A., Schneider, K.A., Devine, B. et al. Effects of Error-Contingent Prompts Depend on Temporal Arrangement of Stimuli in Symbolic Matching to Sample. J Behav Educ 29, 657–674 (2020). https://doi.org/10.1007/s10864-019-09338-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10864-019-09338-5