Victoria University of Wellington, New Zealand.
Virginia Institute of Autism.
J Appl Behav Anal. 2020 Jul;53(3):1383-1403. doi: 10.1002/jaba.663. Epub 2019 Nov 17.
Children with autism spectrum disorder (ASD) who have limited speech are often taught to communicate using a speech-generating device (SGD). We evaluated procedures for teaching a mand for information (i.e., Where is [item]?) using an interrupted behavior chain procedure. In Experiment 1, all participants (3 children with ASD who communicated using an SGD) acquired the target mand but transfer to a novel stimulus did not occur. In the second experiment, 2 participants were taught to approach alternative communication partners when the first partner did not provide the information. The second experiment also included procedures to test whether the responses were under the control of appropriate motivating operations (MOs). Generalization across communication partners occurred with both participants, but transfer across behavior chains with only 1 participant. The results of both experiments suggest that teaching multiple behavior chains and evaluating MO control may be necessary to establish generalized manding for information.
自闭症谱系障碍（ASD）且言语有限的儿童通常会使用言语生成设备（SGD）进行沟通。我们使用中断行为链程序评估了教授用于获取信息的（即，[物品]在哪里？）的要求的程序。在实验 1 中，所有参与者（3 名使用 SGD 进行交流的 ASD 儿童）都获得了目标要求，但并未发生向新刺激物的转移。在第二项实验中，当第一个伙伴没有提供信息时，2 名参与者被教导接近替代的沟通伙伴。第二项实验还包括了测试反应是否受适当激励操作（MO）控制的程序。两名参与者均实现了沟通伙伴的泛化，但只有 1 名参与者实现了行为链的转移。这两项实验的结果均表明，教授多个行为链并评估 MO 控制可能对于建立用于信息的泛化要求是必要的。
