The Effects of Multiple Exemplar Training on a Working Memory Task Involving Sequential Responding in Children with Autism

Autor/inn/en	Baltruschat, Lisa; Hasselhorn, Marcus; Tarbox, Jonathan; Dixon, Dennis R.; Najdowski, Adel; Mullins, Ryan David; Gould, Evelyn
Titel	The Effects of Multiple Exemplar Training on a Working Memory Task Involving Sequential Responding in Children with Autism
Quelle	In: Psychological Record, 62 (2012) 3, S.549-561 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-2933
Schlagwörter	Autism; Stimuli; Short Term Memory; Positive Reinforcement; Task Analysis; Children; Pervasive Developmental Disorders; Sequential Approach; Performance; Generalization; Maintenance; Intervention; Executive Function + Suchen Sie Ihr Suchwort? Autismus; Anreizsystem; Kurzzeitgedächtnis; Aufgabenanalyse; Child; Kind; Kinder; Schrittfolge; Achievement; Leistung
Abstract	This study is part of a programmatic line of research into the use of basic positive reinforcement procedures for improving working memory in children with autism spectrum disorders. The authors evaluated the effects of multiple exemplar training, utilizing positive reinforcement, on performance of a "digit span backwards" task--a test of working memory that entails sequential relational responding. All three participants showed improved performance on directly trained stimuli as well as maintenance and generalization to untrained stimuli. The results provide further support for the general hypothesis that performance on working memory tasks is amenable to improvement via behavioral intervention and has implications for treating such tasks as relational operants. Implications for future research and the development of clinical interventions are discussed. (Contains 2 figures.) (As Provided).
Anmerkungen	Southern Illinois University Carbondale. Mailcode 4609, Rehabilitation Institute, Carbondale, IL 62901-4609. Tel: 618-536-7704; e-mail: psychrec@siu.edu; Web site: http://www.siuc.edu/~ThePsychologicalRecord/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10