An Assessment of Three Procedures to Teach Echoic Responding

Autor/inn/en	Cividini-Motta, Catia; Scharrer, Nicole; Ahearn, William H.
Titel	An Assessment of Three Procedures to Teach Echoic Responding
Quelle	In: Analysis of Verbal Behavior, 33 (2017) 1, S.41-63 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cividini-Motta, Catia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-016-0069-z
Schlagwörter	Disabilities; Autism; Verbal Stimuli; Developmental Delays; Stimulation; Functional Behavioral Assessment; Imitation; Teaching Models; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Autismus; Entwicklungsverzögerung; Lehrmodell
Abstract	The research literature has revealed mixed outcomes on various procedures for increasing vocalizations and echoic responding in persons with disabilities (Miguel, Carr, & Michael "The Analysis of Verbal Behavior," 18, 3-13, 2002; Stock, Schulze, & Mirenda "The Analysis of Verbal Behavior," 24, 123-133, 2008). We examined the efficacy of an assessment procedure for identifying the most effective echoic teaching procedure to six students diagnosed autism spectrum disorder (ASD) and other developmental delays. The assessment procedure included a within-participant comparison of vocal imitation training (VIT), stimulus-stimulus pairing (SSP), and a mand-model procedure (MM). A functional analysis of the responses was conducted to determine whether responding was functionally an echoic or a mand. The results indicated that the assessment was effective in identifying a teaching procedure for five out of the six participants and that responding was established under echoic control. These outcomes support the efficacy of this assessment procedure for identifying effective echoic teaching procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01