Abstract
Applied Behavior Analysis (ABA) to Autism Spectrum Disorder is concerned in arranging reinforcing contingencies, which favor the learning of important repertoires. In the literature, the use of preferred arbitrary reinforcers is emphasized to shape and strengthen impaired targets. This may increase the likelihood that learners will cooperate with demands. Once a child is more exposed to learning contingencies, and becomes more fluent in certain repertoires, access to arbitrary reinforcers should be made more intermittently. It is possible, this way, that engaging in a given activity be now maintained by a natural or automatic reinforcing effect, depending solely on the learner. This research had the purpose of assessing if, by allowing access to a task, which previously became motivating for a child with ASD (pairing colored blocks), other non-verbal skills could be shaped (visually pairing similar pictures; motor imitation with toys; pairing pictures to their corresponding dictated names). The study was conducted in a laboratory from a private University in Brazil. A multiple probe design, across different target repertoires, was used to ensure experimental control by the task of pairing similar colored blocks. As a result, it was demonstrated that all target repertoires were learned, suggesting that access to the previously mastered task, possibly maintained by natural reinforcement, solely established three different repertoires. When the child's parents were interviewed to give their perception on the use of pairing blocks as reinforcer, they were more satisfied than in the case that other reinforcers, such as videos and edibles, are used. Keywords: autism spectrum disorder, arbitrary reinforce, natural reinforcer DOI: 10.7176/RHSS/10-22-06 Publication date: November 30 th 2020
Highlights
Children with an Autism Spectrum Disorder (ASD) diagnosis commonly show impairment in non-verbal and verbal repertoires, which are important for development
No other variable was used as a reinforcer to teach the target repertoires
The multiple probe www.iiste.org design used indicated the establishment of experimental control, considering that each of the target repertoires were acquired solely when treatment was defined (Cooper et al, 2006)
Summary
Children with an Autism Spectrum Disorder (ASD) diagnosis commonly show impairment in non-verbal and verbal repertoires, which are important for development. Principles of Applied Behavior Analysis (ABA) are commonly used to teach the repertoires, so the children may become more functional and independent in social contexts. The addressed skills are called operants in Behavior Analysis. An operant is a kind of behavior shaped and maintained by consequences, and it can be non-verbal or verbal (Skinner, 1992). As an example of non-verbal operant with which interventionists are usually concerned, there is motor imitation. When an interventionist is teaching such skill, he/she may perform the action of clapping hands as a model for a given child. The learner should emit the response of clapping hands, according to the presented model. The teacher praises the child and gives him/her an opportunity to access a preferred item, which may be an edible, or some kind of fun activity, depending on the child’s interests (Greer & Ross, 2008; Lovaas, 2003; Matos, 2016; Sundberg & Partington, 1998)
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