A comparison of procedures to teach auditory-to-visual matching-to-sample tasks to children with Autism Spectrum Disorder

Abstract

Auditory-to-visual conditional discriminations are learned when the learner observes the sample (e.g., “spoon”) and then scans and selects the matching comparison (picture of a spoon). A picture-prompt may facilitate scanning of the comparisons and a differential observing response (DOR) may increase the probability that the learner has attended to the sample. The use of a picture-prompt and DOR were generally effective and more efficient than an arrow-prompt when teaching these discriminations to children with autism.