A FURTHER EVALUATION OF VARIABLE-ORDER MODELS ON VARIABILITY DURING THE ACQUISITION OF INTERVAL CATEGORIZATION FOR AUTISTIC CHILDREN

Abstract

Individuals with an autism spectrum disorder (ASD) exhibit restrictive or repetitive behavior and, therefore, identifying teaching procedures to improve response variability remains a focus for behavior analysts. Peterson et al. (2019) compared varied responding during a varied-order vocal model and rote-order vocal model condition within an adapted alternating treatment design. They found varied-order vocal models produced varied responding that eventually became invariant. The current project systematically replicated Peterson et al. using a multiple-probe design to determine if varied responding would maintain if participants were not exposed to a rote-order vocal model. Initial variability occurred for all children but responding eventually became invariant. These results suggest the findings from Peterson et al. and the results of the current project may demonstrate the process of varied responding becoming invariant when environmental contingencies do not support varied responding. Researchers should continue this line of study to better understand the conditions that maintain varied responding and to better address invariant responding when necessary. Several areas for additional research are discussed.