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Comparing Skill Acquisition Under Different Stimulus Set Sizes With Adolescents With Autism Spectrum Disorder: A Replication

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Abstract

A number of variables may influence the effectiveness and efficiency of skill acquisition. One variable that may be important is set size. The current study replicated and extended Kodak et al. (2020, “A Comparison of Stimulus Set Size on Tact Training for Children With Autism Spectrum Disorder,” Journal of Applied Behavior Analysis, 53(1), 265–283) by evaluating the stimulus set size that led to the most efficient skill acquisition for 2 adolescents with autism spectrum disorder. More specifically, we evaluated tact acquisition in stimulus set sizes of 3, 6, and 12. The set sizes of 3 and 6 stimuli were associated with the most efficient acquisition, whereas the set size of 12 stimuli was not.

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Data availability

The data that support the findings of this study are openly available in figshare: https://doi.org/10.6084/m9.figshare.11396868.v1.

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This study received no funding.

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Authors and Affiliations

  1. Department of Applied Behavior Analysis, Caldwell University, 120 Bloomfield Avenue, Caldwell, NJ, 07006, USA

    Jason C. Vladescu, Lauren Goodwyn & Alexandra M. Campanaro

  2. Garden Academy, Caldwell University, West Orange, NJ, USA

    Danielle Gureghian

Authors
  1. Jason C. Vladescu
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  2. Danielle Gureghian
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  3. Lauren Goodwyn
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  4. Alexandra M. Campanaro
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Correspondence to Jason C. Vladescu.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all individual participants included in the study.

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Vladescu, J.C., Gureghian, D., Goodwyn, L. et al. Comparing Skill Acquisition Under Different Stimulus Set Sizes With Adolescents With Autism Spectrum Disorder: A Replication. Behav Analysis Practice 14, 193–197 (2021). https://doi.org/10.1007/s40617-020-00506-y

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  • DOI: https://doi.org/10.1007/s40617-020-00506-y

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