Carnett Amarie, Ingvarsson Einar T
1Victoria University of Wellington, Wellington, New Zealand.
2Department of Educational Psychology, The University of North Texas, 1300 West Highland Street, Denton, TX 76203 USA.
Anal Verbal Behav. 2016 Oct 19;32(2):233-241. doi: 10.1007/s40616-016-0070-6. eCollection 2016 Oct.
The current study systematically replicates and extends the findings of Ingvarsson and Hollobaugh (2010) by teaching a boy with autism who used a speech-generating device to mand for answers to unknown questions. The effects of the intervention were evaluated via a multiple baseline across stimulus sets. The intervention resulted in acquisition of both the mand for information and intraverbal responses (i.e., correct answers to previously unknown questions). However, generalization of the mand for information was limited.
本研究通过教导一名使用语音生成设备要求回答未知问题的自闭症男孩，系统地重复并扩展了英瓦松和霍洛baugh（2010年）的研究结果。通过对不同刺激集进行多基线评估干预效果。干预导致了对信息的要求以及对话语反应（即对先前未知问题的正确回答）的习得。然而，对信息的要求的泛化是有限的。
