Learner Preference Between Massed- and Alternating-Trial Sequencing when Teaching Stimulus Relations to Children with Autism

Abstract

Two children with autism were assessed for prefer- ence between intersession distribution of mastered and un- known instructional trials on a computerized matching-to- sample task consisting of 12 total learning opportunities. Choice responses yielded presentation of either massed-trial sequencing (six unknown/six mastered stimuli relations or vice-versa) or alternating-trial sequencing delivery (alterna- tion of unknown and mastered stimuli relations) followed by reinforcement for correct responses. An extinction condition served as an experimental control.Both children demonstrated a preference for the alternating-trial sequencing condition, and implications for instructional programming and possible ef- fects to delays to higher rates of reinforcement are discussed.