Does Teaching Object-Picture Matching Help Persons with Developmental Disabilities to Indicate Preferences Using Pictures?.
(EDC; Applied Behavior Analysis) Duong Nguyen (University of Manitoba/St. Amant), PAMELA FREGEAU (St. Amant), Dickie C. T. Yu, Toby L. Martin (University of Manitoba/St. Amant Research Centre), and Cheryl Pogorzelec (St. Amant) Abstract: Preference assessments are used to identify reinforcers for persons with developmental disabilities who are unable to communicate. Choices are typically presented in tangible, pictorial, or spoken form during preference assessments. Several studies have shown that being able to respond to pictures during preference assessment is associated with the presence of quasi-identity visual matching-to-sample discriminations. This study investigated whether teaching this conditional discrimination would help individuals to respond to pictures during preference assessments. Three individuals with developmental disabilities were taught to perform partial identity matching-to-sample discriminations in a multiple probe baseline design across tasks. The results show
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