Mason Lee L, Andrews Alonzo
Child Study Center, Cook Children's Health Care System and ANSERS Institute, Texas Christian University, 1300 W. Lancaster Ave., Fort Worth, TX 76102 USA.
Texas Christian University, Fort Worth, TX 76102 USA.
Behav Anal Pract. 2020 Oct 6;14(3):660-672. doi: 10.1007/s40617-020-00491-2. eCollection 2021 Sep.
The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Implications for implementing referent-based instruction, as well as future areas of research, are discussed.
本研究评估了运用精准教学来解决自闭症儿童和其他语言障碍儿童的言语行为缺陷问题。2013年至2018年，美国中南部一所研究活动频繁的博士大学运营了一家免费诊所，为当地社区的早期学习者提供应用行为分析服务。参与者接受基于参照的言语行为指导，通过系统地在4种主要言语操作（指令、模仿、命名和续发语）之间转移刺激控制，来增强他们的功能性语言技能。基于参照的指导基于这样一种观念，即这4种操作之间适当的强度水平提供了在典型语言发展中观察到的自然主义言语的关系灵活性。本文详细介绍了49名参与者所取得的语言进步，这些参与者每天接受90分钟、每周4天、为期13周的干预。确定了每个参与者言语技能库中的相对优势和劣势，随后制定了个性化的流利度目标。前测和后测比较结果表明，接受精准教学的参与者在言语行为进步方面有较大的效应量。文中还讨论了实施基于参照的指导的意义以及未来的研究领域。
