Use of Simple and Complex Samples to Teach Untrained Relations to Children with Autism Spectrum Disorders

Abstract

The purpose of the present study was to compare simple and complex samples during conditional discrimination training to teach spelling and typing on a keyboard to students with a diagnosis of autism. Two students, ages 5 and 8, were recruited. Using an adapted alternating treatment design, participants were exposed to a simple sample (visual image) and complex sample (image and word) stimulus set to determine the effectiveness of both procedures to establish untrained relations. Participants were directly trained in two relations during the simple sample condition: 1) matching words to their corresponding pictures, and 2) typing letters to spell words presented on the computer screen. Participants were directly trained in one relation during the complex sample condition: typing letters when given the corresponding picture and word on the computer screen. Three untrained relations were assessed using a pre-posttest design: 1) typing words when shown corresponding pictures, 2) typing words when provided with the dictated name of the picture, and 3) matching pictures to their corresponding words. Results indicate both simple and complex samples were effective in producing the untrained relation, but the use of complex samples required fewer trials to meet mastery criterion for both participants.