| Summary: | Clinicians teach listener behaviour within the context early intervention for children with Autism Spectrum Disorder (ASD). Effective, evidence-based procedures are necessary to establish skills that children with ASD do not readily acquire through interactions with their caregivers and peers. In the present study, the effectiveness and efficiency of three different antecedent stimuli presentations (i.e., sample-first, sample-first-with-repetition, and comparison-first conditions) were compared using an adapted alternating treatments design. Participants were three children with ASD, aged 4- and 6-years old. The most efficient presentation varied across participants, and the results obtained with one efficiency measure did not always yield similar results to that obtained with the other efficiency measures. Implications for teaching listener behaviour in early intervention programming are addressed. === Education, Faculty of === Graduate
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