A Sorting-to-Matching Method to Teach Compound Matching to Sample

Autor/inn/en	Farber, Rachel S.; Dube, William V.; Dickson, Chata A.
Titel	A Sorting-to-Matching Method to Teach Compound Matching to Sample
Quelle	In: Journal of Applied Behavior Analysis, 49 (2016) 2, S.294-307 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.290
Schlagwörter	Developmental Disabilities; Autism; Pervasive Developmental Disorders; Children; Accuracy; Scores; Visual Stimuli; Visual Perception; Teaching Methods; Task Analysis; Objective Tests + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Autismus; Child; Kind; Kinder; Visuelle Wahrnehmung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Objektiver Test
Abstract	Individuals with developmental disabilities may fail to attend to multiple features in compound stimuli (e.g., arrays of pictures, letters within words) with detrimental effects on learning. Participants were 5 children with autism spectrum disorder who had low to intermediate accuracy scores (35% to 84%) on a computer-presented compound matching task. Sample stimuli were pairs of icons (e.g., chair-tree), the correct comparison was identical to the sample, and each incorrect comparison had one icon in common with the sample (e.g., chair-sun, airplane-tree). A 5-step tabletop sorting-to-matching training procedure was used to teach compound matching. The first step was sorting 3 single pictures; subsequent steps gradually changed the task to compound matching. If progress stalled, tasks were modified temporarily to prompt observing behavior. After tabletop training, participants were retested on the compound matching task; accuracy improved to at least 95% for all children. This procedure illustrates one way to improve attending to multiple features of compound stimuli. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01