Date of Award
Doctor of Philosophy
Dr. Richard W. Malott
Dr. Kelly Kohler
Dr. Ron Van Houten
Dr. Steven Ragotzy
Receptive identification, receptive labeling, listener discrimination, picture prompts, auditory-visual conditional discrimination, stimulus fading
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.
Tomak, Kaylee R., "Teaching Receptive Identification to Children Who Were Unsuccessful with a Standard Training Program" (2020). Dissertations. 3559.