Establishing Auditory-Tactile-Visual Equivalence Classes in Children with Autism and Developmental Delays

Autor/inn/en	Mullen, Stuart; Dixon, Mark R.; Belisle, Jordan; Stanley, Caleb
Titel	Establishing Auditory-Tactile-Visual Equivalence Classes in Children with Autism and Developmental Delays
Quelle	In: Analysis of Verbal Behavior, 33 (2017) 2, S.283-289 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-017-0092-8
Schlagwörter	Auditory Stimuli; Tactual Perception; Autism; Pervasive Developmental Disorders; Children; Pictorial Stimuli; Auditory Perception; Auditory Discrimination; Verbal Communication; Training; Program Effectiveness + Suchen Sie Ihr Suchwort? Auditive Stimulation; Taktile Wahrnehmung; Autismus; Child; Kind; Kinder; Fantasieanregung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Ausbildung
Abstract	The current study sought to evaluate the efficacy of a stimulus equivalence training procedure in establishing auditory-tactile-visual stimulus classes with 2 children with autism and developmental delays. Participants were exposed to vocal-tactile (A-B) and tactile-picture (B-C) conditional discrimination training and were tested for the emergence of vocal-picture (A-C) and picture-vocal (C-A) responses. The results demonstrated that, following training, both participants responded successfully on both the training stimulus arrangements and the test probes that were never trained, illustrating emergence of cross-modal transitive and equivalence relations. (As Provided).
Anmerkungen	Association for Behavior Analysis International. 1219 South Park Street, Kalamazoo, MI 49001. Tel: 269-492-9310; Fax: 269-492-9316; e-mail: mail@abainternational.org; Web site: https://www.abainternational.org/journals/the-analysis-of-verbal-behavior.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01