Abstract
Descriptive praise has been recommended widely as an important teaching tactic for children with autism, despite the absence of published supporting evidence. We compared the effects of descriptive and general praise on the acquisition and maintenance of intraverbal skills with 2 children with autism. The results showed slight advantages of descriptive praise in teaching efficiency in the majority of comparisons; however, these effects dissipated over time.
Cite
CITATION STYLE
Polick, A. S., Carr, J. E., & Hanney, N. M. (2012). A COMPARISON OF GENERAL AND DESCRIPTIVE PRAISE IN TEACHING INTRAVERBAL BEHAVIOR TO CHILDREN WITH AUTISM. Journal of Applied Behavior Analysis, 45(3), 593–599. https://doi.org/10.1901/jaba.2012.45-593
Register to see more suggestions
Mendeley helps you to discover research relevant for your work.
