Learning Channels: The Role of Compound Stimuli in the Emergence of Intraverbal Relations in Children on the Autism Spectrum

Autor/inn/en	Thakore, Aarti; Stockwell, August; Eshleman, John
Titel	Learning Channels: The Role of Compound Stimuli in the Emergence of Intraverbal Relations in Children on the Autism Spectrum
Quelle	In: Analysis of Verbal Behavior, 37 (2021) 1, S.97-122 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thakore, Aarti)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-020-00142-1
Schlagwörter	Autism; Pervasive Developmental Disorders; Stimuli; Teaching Methods; Children; Verbal Communication; Auditory Stimuli; Visual Stimuli; Olfactory Perception; Tactual Perception; Language Impairments; Developmental Delays + Suchen Sie Ihr Suchwort? Autismus; Anreizsystem; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Auditive Stimulation; Taktile Wahrnehmung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung
Abstract	Teaching tact and intraverbal responses based on function-feature-class to children with language delays can result in the emergence of untrained relational responses. The purpose of this study was to compare the effects of compound stimuli in discriminated operants (i.e., different combinations of hear, see, touch, and taste) on the acquisition of object--attribute relations, on the emergence of untrained attribute-object relations, and on the acquisition and emergence of same-different relations between objects and their attributes. All the participants were on the autism spectrum and between 4 and 12 years old. Participants who did not meet the mastery criterion or show emergent intraverbal responses during initial training trials completed a fluency-based practice phase. Overall results showed that all six participants required fewer trials to meet the criterion in the condition involving compound stimuli (e.g., HearSeeSay plus Touch, Taste, or Sniff) as compared to the HearSeeSay-alone condition. In addition, participants required fewer fluency practice timings in the condition involving compound stimuli to meet fluency aim. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01