Cividini-Motta Catia, Scharrer Nicole, Ahearn William H
1The New England Center for Children, Southborough, MA USA.
2Western New England University, Springfield, MA USA.
Anal Verbal Behav. 2016 Nov 4;33(1):41-63. doi: 10.1007/s40616-016-0069-z. eCollection 2017 Jun.
The research literature has revealed mixed outcomes on various procedures for increasing vocalizations and echoic responding in persons with disabilities (Miguel, Carr, & Michael , 3-13, 2002; Stock, Schulze, & Mirenda , 123-133, 2008). We examined the efficacy of an assessment procedure for identifying the most effective echoic teaching procedure to six students diagnosed autism spectrum disorder (ASD) and other developmental delays. The assessment procedure included a within-participant comparison of vocal imitation training (VIT), stimulus-stimulus pairing (SSP), and a mand-model procedure (MM). A functional analysis of the responses was conducted to determine whether responding was functionally an echoic or a mand. The results indicated that the assessment was effective in identifying a teaching procedure for five out of the six participants and that responding was established under echoic control. These outcomes support the efficacy of this assessment procedure for identifying effective echoic teaching procedures.
研究文献表明，在增加残疾人发声和模仿回应的各种程序上，结果不一（米格尔、卡尔和迈克尔，第3 - 13页，2002年；斯托克、舒尔茨和米兰达，第123 - 133页，2008年）。我们考察了一种评估程序的效果，该程序用于为六名被诊断患有自闭症谱系障碍（ASD）和其他发育迟缓的学生确定最有效的模仿教学程序。评估程序包括在参与者内部比较发声模仿训练（VIT）、刺激 - 刺激配对（SSP）和指令示范程序（MM）。对反应进行了功能分析，以确定反应在功能上是模仿还是指令。结果表明，该评估有效地为六名参与者中的五名确定了教学程序，并且反应是在模仿控制下建立的。这些结果支持了这种评估程序在确定有效模仿教学程序方面的有效性。
