University of Nebraska Medical Center's Munroe-Meyer Institute.
J Appl Behav Anal. 2020 Jul;53(3):1432-1451. doi: 10.1002/jaba.670. Epub 2020 Feb 6.
Teaching procedures that facilitate the emergence of novel responses allow for increased efficiency, which is critical when providing early-intervention services to children with autism spectrum disorder (ASD). Three 5- and 6-year-old children diagnosed with ASD participated. In Experiment 1, we demonstrated functional control over the effects of teaching echoic rehearsals on the emergence of completing novel two-step instructions via joint control and obtained generalization and maintenance of the effects in an applied, nontraining context. In Experiment 2, we conducted an experimental analysis of joint control by disrupting rehearsal of the instruction and tacts of the objects in the instruction, which served as the sources of joint control. Our results support the efficacy of the procedures for establishing first-trial performance with novel instructions and indicate that joint control is responsible for the emergent performance produced by our teaching procedures.
教学程序促进新反应的出现，从而提高效率，这在为自闭症谱系障碍（ASD）儿童提供早期干预服务时至关重要。共有三名 5 岁和 6 岁被诊断患有 ASD 的儿童参与了研究。在实验 1 中，我们通过联合控制证明了对教学模仿复述对出现完成新两步指令的效果的功能控制，并在应用的、非训练环境中获得了效果的泛化和维持。在实验 2 中，我们通过中断指令的复述和指令中的对象的标记来对联合控制进行实验分析，这些标记是联合控制的来源。我们的结果支持了用新指令建立首次尝试表现的程序的有效性，并表明联合控制是我们的教学程序产生的新出现的表现的原因。
