Incremental Rehearsal
Category
Sciences and Technology
Department
Applied Behavior Analysis
Student Status
Graduate
Research Advisor
Dr. Paige Boydston
Document Type
Event
Location
Student Center Ballroom
Start Date
10-4-2025 2:00 PM
End Date
10-4-2025 4:00 PM
Description
Repetition is said to be the most important factor in learning (Symonds & Chase, 1992). A common instructional technique that also incorporates repetition is incremental rehearsal (IR), which is often implemented due to its potential efficiency and effectiveness. Previous research has indicated a positive effect on reading fluency, math intervention, and sight word acquisitions using IR teaching procedures; however, there is a stark lack of application of IR to individuals with autism spectrum disorder (ASD). Therefore, the purpose of the study was to evaluate IR as an instructional technique for skill acquisition, specifically within an early intervention setting with young children with ASD. The study used a concurrent multiple baseline design across participants to evaluate rate of skill acquisition and trials to criterion for target mastery with the implementation of IR procedures. Three participants were taught to vocally identify varied stimuli (e.g., flags, safety signs) through a modified IR procedure that used repetition and interspersed trials. Current results suggest that incremental rehearsal is an effective intervention strategy for promoting skill acquisition in children with ASD.
Incremental Rehearsal
Student Center Ballroom
Repetition is said to be the most important factor in learning (Symonds & Chase, 1992). A common instructional technique that also incorporates repetition is incremental rehearsal (IR), which is often implemented due to its potential efficiency and effectiveness. Previous research has indicated a positive effect on reading fluency, math intervention, and sight word acquisitions using IR teaching procedures; however, there is a stark lack of application of IR to individuals with autism spectrum disorder (ASD). Therefore, the purpose of the study was to evaluate IR as an instructional technique for skill acquisition, specifically within an early intervention setting with young children with ASD. The study used a concurrent multiple baseline design across participants to evaluate rate of skill acquisition and trials to criterion for target mastery with the implementation of IR procedures. Three participants were taught to vocally identify varied stimuli (e.g., flags, safety signs) through a modified IR procedure that used repetition and interspersed trials. Current results suggest that incremental rehearsal is an effective intervention strategy for promoting skill acquisition in children with ASD.
