Munroe-Meyer Institute, The University of Nebraska.
Robert Wood Johnson Medical School, Rutgers University.
J Appl Behav Anal. 2021 Sep;54(4):1405-1419. doi: 10.1002/jaba.861. Epub 2021 Jul 2.
Children with autism spectrum disorder (ASD) have difficulty generalizing from directly trained responses to untrained responses (i.e., emergent responding). In this study, we used a chain prompt combined with matrix training to teach 2 participants with ASD to tact 192 three-digit numerals. We used a multiple-baseline design across matrices to evaluate the treatment effects on trained and untrained tacts of numerals. Both participants mastered all numerals exposed to training and all numerals not exposed to training after 3 to 5 sixteen-trial sessions per matrix. One participant learned to tact 8 numerals for each 1 numeral exposed to direct training, and the other participant learned to tact 12 numerals for each 1 numeral exposed to direct training. We discuss these results relative to the effectiveness and efficiency of our chain prompt combined with matrix training for teaching tacting skills for targets with shared stimulus properties that facilitate generalization to untrained targets.
自闭症谱系障碍（ASD）儿童很难将直接训练的反应泛化到未训练的反应（即突发反应）。在这项研究中，我们使用连锁提示结合矩阵训练来教 2 名 ASD 儿童说出 192 个三位数数字。我们使用跨矩阵的多个基线设计来评估对训练和未训练数字的反应的治疗效果。在每个矩阵的 3 到 5 个十六次试验之后，两名参与者都掌握了所有暴露于训练的数字和所有未暴露于训练的数字。一名参与者学习了直接训练每个数字 1 后可以说出 8 个数字，而另一名参与者学习了直接训练每个数字 1 后可以说出 12 个数字。我们将这些结果与我们的连锁提示结合矩阵训练的有效性和效率进行了讨论，这种方法可用于教授具有共享刺激属性的目标的 tact 技能，从而促进对未训练目标的泛化。
