The effect of varying teacher presentation rates on responding during discrete trial training for two children with autism

The authors reported fast presentation rate (1 s) resulted in lower rates of problem behavior, higher frequencies of instructional demands, higher frequencies of participant responding, and greater magnitudes and rates of reinforcement. Differential effects on accuracy of responding across conditions were not observed. Implications for manipulating the rate of teacher-presented instructional demands as an antecedent variable to reduce problem behavior are discussed.

Roxburgh, Carole A., & Carbone, Vincent J. (2013). Behavior Modification, 37, 298-323.

About rickyWburk

Ricky W. Burk, CCC-SLP, BCS-F, is a speech-language pathologist who provides in-home therapy for adolescents and adults residing in Tennessee and Mississippi who stutter. His career includes PreK, elementary, middle, and high school practice, undergraduate & graduate faculty appointments, skilled nursing, national & international consultation, private practice, and national & international speaking presentations. He holds the American Speech-Language Hearing Association Certificate of Clinical Competence, and he is a Board Certified Specialist in Fluency Disorders. He is the ASHA Continuing Education Administrator for the National Association for Speech Fluency.
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