Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child with Autism

Autor/inn/en	Feng, Hua; Chou, Wan-Chi; Lee, Gabrielle T.
Titel	Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child with Autism
Quelle	In: Focus on Autism and Other Developmental Disabilities, 32 (2017) 2, S.133-141 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357615610540
Schlagwörter	Autism; Pervasive Developmental Disorders; Stimuli; Responses; Verbal Operant Conditioning; Foreign Countries; Young Children; Training; Developmental Disabilities; Discrimination Learning; Verbal Stimuli; Prompting; Asia + Suchen Sie Ihr Suchwort? Autismus; Anreizsystem; Ausland; Frühe Kindheit; Ausbildung; Entwicklungsstörung; Lernen; Lernprozess; Benutzerführung; Asien
Abstract	This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01