A Comparison of Methods for Teaching Receptive Language to Toddlers with Autism

Autor/inn/en	Vedora, Joseph; Grandelski, Katrina
Titel	A Comparison of Methods for Teaching Receptive Language to Toddlers with Autism
Quelle	In: Journal of Applied Behavior Analysis, 48 (2015) 1, S.188-193 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.167
Schlagwörter	Comparative Analysis; Teaching Methods; Toddlers; Autism; Pervasive Developmental Disorders; Receptive Language; Conditioning; Stimuli; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Infant; Infants; Toddler; Kleinkind; Autismus; Rezeptive Kommunikationsfähigkeit; Anreizsystem; Unterrichtserfolg
Abstract	The use of a simple-conditional discrimination training procedure, in which stimuli are initially taught in isolation with no other comparison stimuli, is common in early intensive behavioral intervention programs. Researchers have suggested that this procedure may encourage the development of faulty stimulus control during training. The current study replicated previous work that compared the simple-conditional and the conditional-only methods to teach receptive labeling of pictures to young children with autism spectrum disorder. Both methods were effective, but the conditional-only method required fewer sessions to mastery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01