运用转移程序对一名自闭症儿童进行命名训练。
Using transfer procedures to teach tacts to a child with autism.
作者信息
Barbera Mary L, Kubina Richard M
机构信息
Pennsylvania Verbal Behavior Project.
出版信息
Anal Verbal Behav. 2005;21(1):155-61. doi: 10.1007/BF03393017.
Abstract
This applied study attempted to evaluate a combination of transfer procedures commonly used to teach tacts to children with autism. A receptive to echoic to tact transfer and an echoic to tact transfer procedure were combined during 5-min instructional sessions to teach tacts to a seven-year-old vocal child with autism. A multiple baseline design across three sets of ten tacts was used. Without the teaching procedure, the child acquired no target tacts. With the 5-min teaching procedure implemented first with Set 1 then with Sets 2 and 3, respectively, the child acquired thirty new tacts over sixty teaching sessions. The results have wide application for children with and without autism who need instruction to learn tacts.
摘要
这项应用研究试图评估常用于教授自闭症儿童触觉识别的多种转移程序的组合。在5分钟的教学过程中，将接受性到模仿性再到触觉识别的转移程序与模仿性到触觉识别的转移程序相结合，以教授一名7岁患有自闭症的能发声儿童触觉识别。采用了对三组每组十个触觉识别项目的多基线设计。在没有教学程序的情况下，该儿童未习得任何目标触觉识别项目。通过首先对第一组实施5分钟教学程序，然后分别对第二组和第三组实施该程序，该儿童在60次教学课程中习得30个新的触觉识别项目。这些结果对于需要接受触觉识别教学的自闭症儿童和非自闭症儿童都具有广泛的应用价值。
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