Teaching Children with Autism to Mand for Information Using "Why?" as a Function of Denied Access

Autor/inn/en	Pyles, Megan L.; Chastain, Amanda N.; Miguel, Caio F.
Titel	Teaching Children with Autism to Mand for Information Using "Why?" as a Function of Denied Access
Quelle	In: Analysis of Verbal Behavior, 37 (2021) 1, S.17-34 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miguel, Caio F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-020-00141-2
Schlagwörter	Autism; Pervasive Developmental Disorders; Children; Questioning Techniques; Verbal Operant Conditioning; Influences; Reinforcement + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Befragungstechnik; Fragetechnik; Influence; Einfluss; Einflussfaktor; Positive Verstärkung
Abstract	The current study evaluated a procedure used to teach two children with autism to ask "why" questions maintained by causal information about an event. To increase the value of information as a reinforcer, the experimenter denied access to preferred items and did not provide a reason for the denial. Participants were taught to ask "why" questions and were provided with information that led them to access preferred items. To ensure that "why" questions only occurred when the information was valuable, we included a condition wherein access to preferred items was restricted but causal information was available. Both participants learned to ask "why" questions when causal information was not available and refrained from asking "why" questions when causal information was available. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01