Ming Siri, Mulhern Teresa, Stewart Ian, Moran Laura, Bynum Kellie
National University of Ireland, Galway.
Brothers of Charity, Roscommon.
J Appl Behav Anal. 2018 Jan;51(1):53-60. doi: 10.1002/jaba.429. Epub 2017 Dec 19.
In a class inclusion task, a child must respond to stimuli as being involved in two different though hierarchically related categories. This study used a Relational Frame Theory (RFT) paradigm to assess and train this ability in three typically developing preschoolers and three individuals with autism spectrum disorder, all of whom had failed class inclusion tests. For all subjects, relational training successfully established the target repertoire and subsequent testing demonstrated both maintenance and generalization. Limitations and future research directions are discussed.
在一项类包含任务中，儿童必须对涉及两个不同但具有层级关系类别的刺激做出反应。本研究采用关系框架理论（RFT）范式，对三名发育正常的学龄前儿童和三名自闭症谱系障碍患者的这种能力进行评估和训练，所有这些人在类包含测试中均未通过。对所有受试者而言，关系训练成功建立了目标技能组合，随后的测试证明了其保持性和泛化性。文中讨论了研究的局限性和未来的研究方向。
