The Effects of Listener and Speaker Training on Emergent Relations in Children with Autism

Autor/inn/en	Sprinkle, Evelyn C.; Miguel, Caio F.
Titel	The Effects of Listener and Speaker Training on Emergent Relations in Children with Autism
Quelle	In: Analysis of Verbal Behavior, 28 (2012), S.111-117 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
Schlagwörter	Autism; Behavioral Science Research; Young Children; Naming; Pretests Posttests; Comparative Analysis; Stimuli; Scores + Suchen Sie Ihr Suchwort? Autismus; Frühe Kindheit; Anreizsystem
Abstract	The current study assessed the use of standard conditional discrimination (i.e., listener) and textual/tact (i.e., speaker) training in the establishment of equivalence classes containing dictated names, tacts/textual responses, pictures and printed words. Four children (ages 5 to 7 years) diagnosed with autism were taught to select pictures and printed words in the presence of their dictated names, and to emit the tact or textual response corresponding to a presented picture or printed word. Both speaker and listener training resulted in the formation of stimulus classes for 3 of 4 participants. (Contains 2 tables and 1 figure.) (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: http://www.abainternational.org/TAVB.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10