Comparison of task interspersal ratios on efficiency of learning and problem behavior for children with autism spectrum disorder

Authors

Sophie C. Knutson, University of Wisconsin - Milwaukee
Tiffany Kodak, Marquette UniversityFollow
Dayna R. Costell, University of Wisconsin - Milwaukee
Terra Cliett, University of North Texas

Document Type

Article

Language

eng

Publication Date

Spring 2019

Publisher

Wiley

Source Publication

Journal of Applied Behavior Analysis

Source ISSN

0021-8855

Abstract

The current study extends the literature on task interspersal (TI) by comparing the effects of four different TI ratios on the efficiency of skill acquisition and on levels of problem behavior in children with autism spectrum disorder and related disorders. The four ratios of TI were 3:1, 1:1, 1:3, and 0:1 mastered‐to‐acquisition tasks. An adapted alternating treatments design was implemented to compare the cumulative number of stimuli mastered, mean training time to mastery, rate of acquisition, and the level of problem behavior. The results showed that the 0:1 condition was the most efficient intervention procedure for all four participants. In addition, TI did not lead to a greater reduction in levels of problem behavior.

Comments

Accepted version. Journal of Applied Behavior Analysis, Vol. 52, No. 2 (Spring 2019) : 355-369. DOI. This article is © Wiley. Used with permission.

Tiffany Kodak was affiliated with University of Wisconsin, Milwaukee at the time of publication.

Recommended Citation

Knutson, Sophie C.; Kodak, Tiffany; Costell, Dayna R.; and Cliett, Terra, "Comparison of task interspersal ratios on efficiency of learning and problem behavior for children with autism spectrum disorder" (2019). Psychology Faculty Research and Publications. 442.
https://epublications.marquette.edu/psych_fac/442