Using the Teacher IRAP (T-IRAP) interactive computerized programme to teach complex flexible relational responding with children with diagnosed autism spectrum disorder.

Authors:
Carol Murphy
Carol Murphy
National University of Ireland
Ireland
Keith Lyons
Keith Lyons
University of Canberra
Australia
Michelle Kelly
Michelle Kelly
University of Technology
Australia

Behav Anal Pract 2019 Mar 24;12(1):52-65. Epub 2018 Oct 24.

2Department of Experimental Clinical and Health Psychology, University of Ghent, Ghent, Belgium.

The research used an alternating-treatments design to compare relational responding for five children with diagnosed autism spectrum disorder (ASD) in two teaching conditions. Both conditions used applied behavior analysis; one was usual tabletop teaching (TT), and one was an interactive computerized teaching program, the Teacher-Implicit Relational Assessment Programme (T-IRAP; Kilroe, Murphy, Barnes-Holmes, & Barnes-Holmes, (2), 60-80, 2014). Relational skills targeted were coordination (same/different), with nonarbitrary and arbitrary stimuli. Participants' relational learning outcomes were compared in terms of speed of responding and accuracy (percentage correct) in T-IRAP and TT conditions. Results showed significantly increased speed for all five participants during T-IRAP teaching across all procedures; however, accuracy was only marginally increased during T-IRAP. Pre- and posttraining comparison of participant scores on the Peabody Picture Vocabulary Test, Fourth Edition (Dunn & Dunn, 2007), and the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 1990) was conducted. An improvement in raw scores on both measures was evident for one participant who learned complex arbitrary relations; no changes were shown for participants who learned only basic nonarbitrary relations.

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Source
http://dx.doi.org/10.1007/s40617-018-00302-9DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6411535PMC
March 2019

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