Langsdorff Luiza Costa, Domeniconi Camila, Schmidt Andréia, Gomes Camila Graciella, das Graças de Souza Deisy
Universidade Federal de Sao Carlos, Sao Carlos, Brazil.
Psicol Reflex Crit. 2017 May 8;30(1):9. doi: 10.1186/s41155-017-0064-x.
This study aimed to investigate the number of exclusion trials necessary for teaching auditory-visual relationships to individuals with autism and Down syndrome. Study participants were seven individuals with autism and a history of early behavioral intervention (EI), four adults with autism without a history of early behavioral intervention (NI), and three adults with Down syndrome. A set of procedures was used for teaching the auditory-visual matching to sample, and naming responses of the new stimuli were tested. For the individuals with autism and EI and for the individuals with Down syndrome, the required number of repetitions was stable and concentrated in the minimum programmed by the procedure (two repetitions). However, the procedure was not effective for teaching new conditional relationships for the adults with autism and NI. The results indicate that the procedure can constitute an important teaching technology; however, its efficacy appears to vary depending on the educational profile of the participant.
本研究旨在调查向自闭症和唐氏综合征患者教授视听关系所需的排除试验次数。研究参与者包括7名有早期行为干预（EI）史的自闭症患者、4名无早期行为干预（NI）史的成年自闭症患者和3名成年唐氏综合征患者。采用一套程序来教授视听匹配取样，并测试新刺激的命名反应。对于有EI的自闭症患者和唐氏综合征患者，所需的重复次数是稳定的，集中在程序设定的最小值（两次重复）。然而，该程序对无NI的成年自闭症患者教授新的条件关系无效。结果表明，该程序可以构成一项重要的教学技术；然而，其效果似乎因参与者的教育背景而异。
