Effects of interspersal versus concurrent training of picture-names on acquisition, maintenance, and generalization
Ilana. Reisin · Mspace (University of Manitoba) · 1980
Effects of interspersal and concurrent task presentation on picture-names acquisition, maintenance and generaLLzaxLonT¡rere compared.Two retarded children participated..During the interspersal training procedure a criterion picturea picture that the child consistently names correcLly -T/üas alternated with a subcriterion or unknown picture.During the concurrent procedure two ,subcriterion pictures \¡/ere presented alternately.Each child v¡as exposed to an interspersal (A) and a concurrent (B) training procedure in an ABA or BAB sëquence.Verbal identification of objects depicted in pictures was established by both training procedures.rt was found however, that folloiving concurrent training at least twice as many picture names vüere learned with better maintenance and wi.der generalizatr*on.The results suggest that teaching picture nanes concurrently may be more beneficial, in terms of the child verbal repertoire, than teaching via the interspersal procedure.