倾听者和说话者训练对自闭症儿童新兴关系的影响。
The effects of listener and speaker training on emergent relations in children with autism.
作者信息
Sprinkle Evelyn C, Miguel Caio F
机构信息
California State University, Sacramento.
出版信息
Anal Verbal Behav. 2012;28(1):111-7. doi: 10.1007/BF03393111.
Abstract
The current study assessed the use of standard conditional discrimination (i.e., listener) and textual/tact (i.e., speaker) training in the establishment of equivalence classes containing dictated names, tacts/textual responses, pictures and printed words. Four children (ages 5 to 7 years) diagnosed with autism were taught to select pictures and printed words in the presence of their dictated names, and to emit the tact or textual response corresponding to a presented picture or printed word. Both speaker and listener training resulted in the formation of stimulus classes for 3 of 4 participants.
摘要
本研究评估了使用标准条件性辨别（即听者训练）和文本/触觉（即说者训练）训练来建立包含听写姓名、触觉/文本反应、图片和印刷文字的等价类。对四名被诊断为自闭症的儿童（年龄在5至7岁之间）进行训练，使其在听到听写姓名时能够选择图片和印刷文字，并针对呈现的图片或印刷文字做出相应的触觉或文本反应。说者训练和听者训练均使4名参与者中的3名形成了刺激类。
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本文引用的文献
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