Munroe-Meyer Institute, University of Nebraska Medical Center, USA.
J Appl Behav Anal. 2011 Fall;44(3):475-98. doi: 10.1901/jaba.2011.44-475.
Many early intervention curricular manuals recommend teaching auditory-visual conditional discriminations (i.e., receptive labeling) using the simple-conditional method in which component simple discriminations are taught in isolation and in the presence of a distracter stimulus before the learner is required to respond conditionally. Some have argued that this procedure might be susceptible to faulty stimulus control such as stimulus overselectivity (Green, 2001). Consequently, there has been a call for the use of alternative teaching procedures such as the conditional-only method, which involves conditional discrimination training from the onset of intervention. The purpose of the present study was to compare the simple-conditional and conditional-only methods for teaching receptive labeling to 3 young children diagnosed with autism spectrum disorders. The data indicated that the conditional-only method was a more reliable and efficient teaching procedure. In addition, several error patterns emerged during training using the simple-conditional method. The implications of the results with respect to current teaching practices in early intervention programs are discussed.
许多早期干预课程手册建议使用简单条件方法教授视听条件辨别（即接受性命名），在学习者需要有条件地做出反应之前，先单独教授组成的简单辨别，并在分心刺激存在的情况下进行教学。有人认为，这种程序可能容易受到错误的刺激控制，例如刺激过度选择（Green，2001）。因此，有人呼吁使用替代教学程序，例如条件仅方法，它从干预开始就涉及条件辨别训练。本研究的目的是比较简单条件和条件仅方法在教授 3 名被诊断为自闭症谱系障碍的幼儿接受性命名方面的效果。数据表明，条件仅方法是一种更可靠、更有效的教学程序。此外，在使用简单条件方法进行训练时出现了几种错误模式。讨论了这些结果对早期干预计划中当前教学实践的意义。
