Evaluating the effect of lag schedule of reinforcement and progressive-time delay in increasing varied augmented requesting.

This study looked at helping three autistic children who use communication devices make more varied requests instead of repeating the same ones. Researchers used a special training method that rewarded children for using different ways to ask for things. The approach worked well, especially when rewards were given less frequently. Children were also able to use these new skills in different situations and keep using them over time.

This study examined the effectiveness of combining lag schedule reinforcement with progressive-time delay to increase varied augmented communication requests in three children with autism spectrum disorder using speech-generating devices. The intervention aimed to reduce repetitive requesting patterns and promote request diversity. Initial findings suggested the approach was effective in boosting varied augmented requests, particularly with thinner reinforcement schedules. The study also assessed generalization to different situations including preferred objects and daily routines, as well as maintenance of skills over time.

The research addresses an important clinical need for promoting communication variability in augmented and alternative communication users.

The intervention shows promise for reducing repetitive communication patterns in AAC users with autism. Clinicians should consider implementing lag schedules with progressive-time delay when training varied requesting. Thinner reinforcement schedules may be more effective. The approach appears suitable for generalization across different contexts and daily routines.

Very small sample size of only three participants limits generalizability. Study design is not specified in the abstract, making it difficult to assess methodological rigor. Long-term maintenance data and follow-up duration are not clearly described. Lack of control group or comparison condition details.

Request training can produce highly repetitive requests unless the setting is organized to encourage request diversity, particularly for individuals who depend on speech-generating devices (SGDs). Previous studies have shown that request training utilizing a lag schedule and progressive-time delay led to an increase in variability among children diagnosed with autism spectrum disorder (ASD). The impact of lag schedules on augmented requesting remains to be seen. Hence, the present research aimed to examine the effect of a lag schedule of reinforcement in conjunction with progressive-time delay on enhancing the frequency of variant augmented requests in three children with ASD.

Additionally, the study assessed the participants' ability to apply the acquired skills to different situations (such as preferred objects and daily routines) and sustain the desired behavior. The initial findings indicated that the intervention effectively boosted varied augmented requests, mainly when using a thinner schedule of reinforcements. The paper concludes by discussing the clinical significance, constraints, and potential paths for future investigation.