Tackling Tacts: Evaluating the Efficiency of Two Versions of Multiple Exemplar Training is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of case conceptualization, intervention design, staff training, and literature-informed problem solving. In Tackling Tacts: Evaluating the Efficiency of Two Versions of Multiple Exemplar Training, for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
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Join Free →Multiple exemplar training (MET) is a frequently used procedure to program for generalization of a skill. MET generally involves using different samples of the target stimuli to expose the learner to the range of stimuli as they might appear in the natural environment. Two variations of MET have been used to achieve the outcome of generalized responding. Serial MET (S-MET) involves teaching one example of the stimulus to mastery before introducing the next example. Concurrent MET (C-MET) involves rotating through at least three examples of a stimulus throughout teaching, until mastery criterion is met. The current study compared S-MET and C-MET to identify if one procedure was more efficient than the other at producing generalized responding when teaching tacts to autistic children. The results indicate that the C-MET procedure resulted in faster acquisition of the teaching targets and of the generalization stimuli for both participants.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| ASHA | 0 | — |
| COA | 1 | — |
| PACE ASWB | 0 | — |
Penny began her career in the field of behavior analysis in 2004 working in a full inclusion model preschool. She has provided clinical supervision to technicians working with individuals diagnosed with developmental disabilities, and supervised the clinical experience of BCBAs and individuals seeking BACB certification. In addition to providing direct care services, Penny has held leadership positions in multi-state organizations, spearheading the efforts to develop and implement practice standards to support the clinicians and clients receiving in-home, clinic-based, and school services. Penny is currently the Director of Clinical Excellence for a practice management software company aiming to transform behavioral healthcare practices. Finally, Penny served as a BACB Subject Matter Expert, is a member of the Autism Commission on Quality Standards Committee and Appeals Committee, and is the Public Policy Committee Chair for the California Association for Behavior Analysis (CalABA).
Dig into the research behind this topic — plain-English summaries written for BCBAs.
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
256 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.