Yoon Jessica S, Greer R Douglas, Virk Maninder, Fienup Daniel M
Department of Health and Behavior Studies, Teachers College Columbia University, New York, NY 10027 USA.
Anal Verbal Behav. 2023 Mar 28;39(1):86-98. doi: 10.1007/s40616-023-00181-4. eCollection 2023 Jun.
Although many neurotypical children acquire untaught word-object relations incidentally from naturally occurring environmental experiences, many children with and without developmental disabilities require specific intervention. This study examined the effects of rotating listener (match and point) and speaker (tact and intraverbal-tact) responses with added echoics during multiple exemplar instruction (MEI) with training sets of stimuli on the acquisition of Incidental Bidirectional Naming (Inc-BiN). Listener-speaker MEI procedures reported in Hawkins et al. (2), 265-273, (2009) were replicated with procedural modification, new instructors, and new participants (four preschoolers with and without disabilities). The listener-speaker MEI with added echoics consisted of rotating across four response operants: match-with-echoics, point-with-echoics, tact, and intraverbal-tact responses. We measured the establishment of Inc-BiN through the number of the correct untaught listener (point) and untaught speaker (intraverbal-tact) responses for untaught stimuli during the listener-speaker MEI with added echoics. We found that listener-speaker MEI with added echoics was effective in establishing Inc-BiN for 3 of 4 participants.
尽管许多发育正常的儿童会从自然发生的环境体验中偶然习得未教授的单词与物体的关系，但许多有和没有发育障碍的儿童都需要特定的干预。本研究考察了在多重范例教学（MEI）中，通过添加模仿发音，轮换听者（匹配和指认）和说者（触觉命名和互动式触觉命名）反应，并使用刺激训练集，对附带双向命名（Inc-BiN）习得的影响。对霍金斯等人（2009年，第265 - 273页）报告的听者 - 说者MEI程序进行了复制，不过在程序上做了修改，更换了指导教师，并招募了新的参与者（四名有或无残疾的学龄前儿童）。添加了模仿发音的听者 - 说者MEI包括在四种反应操作之间轮换：带模仿发音的匹配、带模仿发音的指认、触觉命名和互动式触觉命名反应。在添加了模仿发音的听者 - 说者MEI过程中，我们通过对未教授刺激的正确的未教授听者（指认）和未教授说者（互动式触觉命名）反应的数量，来测量Inc-BiN的建立情况。我们发现，添加了模仿发音的听者 - 说者MEI对4名参与者中的3名有效建立Inc-BiN。
