Teaching Receptive Identification to Children Who Were Unsuccessful with a Standard Training Program
Date of Award
6-2020
Degree Name
Doctor of Philosophy
Department
Psychology
First Advisor
Dr. Richard W. Malott
Second Advisor
Dr. Kelly Kohler
Third Advisor
Dr. Ron Van Houten
Fourth Advisor
Dr. Steven Ragotzy
Keywords
Receptive identification, receptive labeling, listener discrimination, picture prompts, auditory-visual conditional discrimination, stimulus fading
Abstract
This research strongly suggests that essentially all children with the skill of generalized matching can learn receptive identification, even if they have failed to do so, using the standard least-to-most prompting procedure. The effective alternative procedures were antecedent picture prompting (Stone & Malott, 2010), consequence picture prompting (Carp et al., 2012), and receptive-exclusion training (McIlvane et al., 1984). In addition, these procedures generally produced high levels of maintenance, and they also typically produced a high level of generalization to novel stimulus sets. However, no single alternative procedure was more effective or more efficient across all of the children. In this research, only two of eight children failed to learn receptive identification, but neither of them had the opportunity for receptive-exclusion training.
Access Setting
Dissertation-Open Access
Recommended Citation
Tomak, Kaylee R., "Teaching Receptive Identification to Children Who Were Unsuccessful with a Standard Training Program" (2020). Dissertations. 3559.
https://scholarworks.wmich.edu/dissertations/3559
Included in
Applied Behavior Analysis Commons, Child Psychology Commons, Developmental Psychology Commons
Comments
Fifth Advisor: Carmen Jonaitis, Ph.D.