评估刺激-刺激配对和直接强化在诊断为自闭症的儿童建立模仿技能库中的作用。
Evaluating stimulus-stimulus pairing and direct reinforcement in the establishment of an echoic repertoire of children diagnosed with autism.
作者信息
Esch Barbara E, Carr James E, Michael Jack
机构信息
Western Michigan University.
出版信息
Anal Verbal Behav. 2005;21(1):43-58. doi: 10.1007/BF03393009.
Abstract
Many children with autism do not imitate adult vocalizations, an important skill in learning to talk. Pairing adult vocalizations with preferred stimuli has been shown to increase free-operant vocalizations but effects are temporary; thus, direct reinforcement may be necessary to establish durable vocal behaviors. In Experiment 1, directly reinforced echoic responses did not increase following stimulus-stimulus pairings in three children with autism. Similarly, pairings did not increase free-operant vocalizations in Experiment 2, a replication of Miguel et al. (2002). Experiment 3 demonstrated that shaping increased vowel frequency for one participant. Results suggest that variables are yet to be delineated that influence effectiveness of a stimulus-stimulus pairing procedure on vocalization frequency and acquisition of a verbal operant following such pairings.
摘要
许多患有自闭症的儿童不会模仿成人的发声，而这是学习说话的一项重要技能。已表明将成人发声与偏好刺激配对可增加自由操作发声，但效果是暂时的；因此，可能需要直接强化来建立持久的发声行为。在实验1中，三名自闭症儿童在刺激-刺激配对后，直接强化的模仿反应并未增加。同样，在实验2中，重复米格尔等人（2002年）的研究，配对也未增加自由操作发声。实验3表明，塑造增加了一名参与者的元音频率。结果表明，尚未明确影响刺激-刺激配对程序对发声频率以及配对后言语操作习得效果的变量。
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The effects of a stimulus-stimulus pairing procedure on the vocal behavior of children diagnosed with autism.一种刺激-刺激配对程序对被诊断为自闭症儿童的发声行为的影响。
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