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The Use of Preferred Items in a Word-Learning Task: Effects on On-Task Behaviour and Learning Outcomes of Children With Autism Spectrum Disorder

Published online by Cambridge University Press:  17 November 2014

Deb Keen  and
Donna Pennell
Deb Keen*
Affiliation:
Autism Centre of Excellence, School of Education and Professional Studies, Griffith University, Australia
Donna Pennell
Affiliation:
School of Education and Professional Studies, Griffith University, Australia
*
Correspondence: Deb Keen, Autism Centre of Excellence, Griffith University, Mt Gravatt Campus, Qld 4122, Australia. E-mail: [email protected]
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Abstract

Identifying and using preferred items and activities to increase motivation and participation of children with autism spectrum disorder (ASD) has been an important and frequently used intervention strategy. Preferred objects, typically identified through a preference assessment, are most frequently used during instruction as reinforcers. These objects may be offered contingent upon a correct response or following a set period of work or may be made available continuously by incorporating them into the learning task. This alternating treatment design study examined the effects of offering preferred items during a word-learning task on learning and on-task behaviour under 2 conditions: following the completion of a set of learning trials (sequential) or continuously during a set of learning trials (embedded). Participants were 3 children with ASD aged 3–5 years. Results showed that children were more on task when preferred items were embedded, but the sequential condition led to superior learning of target behaviours for 2 of the children. Implications of using preferred items to enhance learning and on-task behaviour are discussed.

Keywords

autism spectrum disorderchild preferenceson-task behaviourearly interventionlearning
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 39 , Issue 1 , July 2015 , pp. 56 - 66
Copyright
Copyright © The Author(s) 2014 

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