Comparing the effects of massed and distributed practice on skill acquisition for children with autism
We replicated and extended the findings of Haq and Kodak (2015) by evaluating the efficiency of massed and distributed practice for teaching tacts and textual and intraverbal behavior to 3 children with autism. Massed practice included all practice opportunities conducted on 1 day during each week,...
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| Veröffentlicht in: | Journal of applied behavior analysis 2015, Vol.48 (2), p.454-459 |
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| container_title | Journal of applied behavior analysis |
| container_volume | 48 |
| creator | Haq, Shaji S. Kodak, Tiffany Kurtz-Nelson, Evangeline Porritt, Marilynn Rush, Kristin Cariveau, Tom |
| description | We replicated and extended the findings of Haq and Kodak (2015) by evaluating the efficiency of massed and distributed practice for teaching tacts and textual and intraverbal behavior to 3 children with autism. Massed practice included all practice opportunities conducted on 1 day during each week, and distributed practice included practice opportunities conducted across several days during the week. The results indicated that distributed practice was more efficient for all participants. Suggested areas for future research and implications for practice are discussed. |
| doi_str_mv | 10.1002/jaba.213 |
| format | Article |
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Massed practice included all practice opportunities conducted on 1 day during each week, and distributed practice included practice opportunities conducted across several days during the week. The results indicated that distributed practice was more efficient for all participants. Suggested areas for future research and implications for practice are discussed.</description><identifier>ISSN: 0021-8855</identifier><identifier>EISSN: 1938-3703</identifier><identifier>DOI: 10.1002/jaba.213</identifier><identifier>PMID: 25962478</identifier><identifier>CODEN: JOABAW</identifier><language>eng</language><publisher>United States: Blackwell Publishing Ltd</publisher><subject>Agreements ; Autism ; Autistic children ; Autistic Disorder - psychology ; Behavior ; Behavior Therapy - methods ; Child ; Child, Preschool ; Comparative Analysis ; distributed practice ; Early intervention ; Efficiency ; Elementary Education ; Elementary Schools ; Error Correction ; Error correction & detection ; Feedback (Response) ; Female ; Humans ; Instructional Effectiveness ; instructional efficiency ; Integrity ; Male ; massed practice ; Opportunities ; Practice (Psychology) ; Reading Tests ; Retention (Psychology) ; Sentences ; Sight Vocabulary ; Skill Development ; Skills ; Social interaction ; Special education ; Speech Therapy ; Stimuli ; stimulus control ; Studies ; Teaching ; Teaching Methods ; Treatment Outcome ; Verbal Communication ; Vocabulary ; Word Lists</subject><ispartof>Journal of applied behavior analysis, 2015, Vol.48 (2), p.454-459</ispartof><rights>Society for the Experimental Analysis of Behavior</rights><rights>Society for the Experimental Analysis of Behavior.</rights><rights>Copyright Blackwell Publishing Ltd. Summer 2015</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4463-a503a4e2f8c7dde14fc1f05befea4157cfcd993557d1d2d3d874252207f98d383</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjaba.213$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjaba.213$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1416,27923,27924,45573,45574</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1063758$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25962478$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Haq, Shaji S.</creatorcontrib><creatorcontrib>Kodak, Tiffany</creatorcontrib><creatorcontrib>Kurtz-Nelson, Evangeline</creatorcontrib><creatorcontrib>Porritt, Marilynn</creatorcontrib><creatorcontrib>Rush, Kristin</creatorcontrib><creatorcontrib>Cariveau, Tom</creatorcontrib><title>Comparing the effects of massed and distributed practice on skill acquisition for children with autism</title><title>Journal of applied behavior analysis</title><addtitle>Journal of Applied Behavior Analysis</addtitle><description>We replicated and extended the findings of Haq and Kodak (2015) by evaluating the efficiency of massed and distributed practice for teaching tacts and textual and intraverbal behavior to 3 children with autism. Massed practice included all practice opportunities conducted on 1 day during each week, and distributed practice included practice opportunities conducted across several days during the week. The results indicated that distributed practice was more efficient for all participants. Suggested areas for future research and implications for practice are discussed.</description><subject>Agreements</subject><subject>Autism</subject><subject>Autistic children</subject><subject>Autistic Disorder - psychology</subject><subject>Behavior</subject><subject>Behavior Therapy - methods</subject><subject>Child</subject><subject>Child, Preschool</subject><subject>Comparative Analysis</subject><subject>distributed practice</subject><subject>Early intervention</subject><subject>Efficiency</subject><subject>Elementary Education</subject><subject>Elementary Schools</subject><subject>Error Correction</subject><subject>Error correction & detection</subject><subject>Feedback (Response)</subject><subject>Female</subject><subject>Humans</subject><subject>Instructional Effectiveness</subject><subject>instructional efficiency</subject><subject>Integrity</subject><subject>Male</subject><subject>massed practice</subject><subject>Opportunities</subject><subject>Practice (Psychology)</subject><subject>Reading Tests</subject><subject>Retention (Psychology)</subject><subject>Sentences</subject><subject>Sight Vocabulary</subject><subject>Skill Development</subject><subject>Skills</subject><subject>Social interaction</subject><subject>Special education</subject><subject>Speech Therapy</subject><subject>Stimuli</subject><subject>stimulus control</subject><subject>Studies</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Treatment Outcome</subject><subject>Verbal Communication</subject><subject>Vocabulary</subject><subject>Word 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| ispartof | Journal of applied behavior analysis, 2015, Vol.48 (2), p.454-459 |
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| subjects | Agreements Autism Autistic children Autistic Disorder - psychology Behavior Behavior Therapy - methods Child Child, Preschool Comparative Analysis distributed practice Early intervention Efficiency Elementary Education Elementary Schools Error Correction Error correction & detection Feedback (Response) Female Humans Instructional Effectiveness instructional efficiency Integrity Male massed practice Opportunities Practice (Psychology) Reading Tests Retention (Psychology) Sentences Sight Vocabulary Skill Development Skills Social interaction Special education Speech Therapy Stimuli stimulus control Studies Teaching Teaching Methods Treatment Outcome Verbal Communication Vocabulary Word Lists |
| title | Comparing the effects of massed and distributed practice on skill acquisition for children with autism |
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