Using a Lag Schedule of Reinforcement to Increase Response Variability in Children with Autism Spectrum Disorders becomes clinically important the moment a team has to turn good intentions into reliable action inside case conceptualization, intervention design, staff training, and literature-informed problem solving. In Using a Lag Schedule of Reinforcement to Increase Response, 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 →Lag reinforcement schedules have been shown in previous research to be an effective intervention for teaching verbal and nonverbal response variability to individuals with developmental disabilities. In more recent research, variability itself has been considered a reinforceable behavior in its own right (Susa & Schlinger, The Analysis of Verbal Behavior, 18, 125-130, 2012). Lag x schedules of reinforcement can be used to teach variability by using contingencies that require responses to differ from previous responses. The present study extended Susa and Schlinger's, The Analysis of Verbal Behavior, 18, 125-130, (2012) research by using 3 social questions instead of 1 in a random rotation and included probes to test for generality. A changing-criterion design was used to evaluate the results with one 11-year-old female participant diagnosed with autism. During baseline, the participant provided little variability, with rote responses. During the Lag 1 and Lag 2 phases, appropriate variable verbal responding increased with the use of echoic prompts, visual aids, and an error correction procedure. Further, the results also showed that the participant learned to vary her responses by demonstrating the ability to emit 11 novel prompted responses and 13 spontaneous responses. In addition, the participant was able to retain the skills learned in a maintenance probe conducted 4 weeks postintervention. Keywords: Autism spectrum disorder; Intraverbal; Lag schedule of reinforcement; Variability.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Jenifer began her career in 2011 as a head preschool teacher of a two-year-old classroom with a Child Development Associate (CDA) credential. After working with a student on the spectrum, she fell in love with applied behavior analysis. She then became an instructor in a private school which specialized in autism, providing 1:1 direct instruction to children and adolescents ages 4-21 as a registered behavior technician. Jenifer received BCBA supervision and graduated with her masters in Applied Behavior Analysis from LIU Post in Long Island, New York. She then worked in a residential facility for adolescents ages 13-30 diagnosed with ASD and other developmental disabilities in the foster care system. In December of 2020 Jenifer was published in The Analysis of Verbal Behavior for her thesis titled “Using a Lag Schedule of Reinforcement to Increase Response Variability in Children with Autism Spectrum Disorders”. Since moving to Hawaii, she has worked for Positive Behavior Supports corporation for approximately three years as the company’s senior analyst and analyst. Jenifer has had experience with consulting to home programming, clinic-based programming, school-based programming, outreach programming, and residential programing. Outside of work she enjoys spending time with her family, friends, and her dog.
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280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
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