Chan Stephanie C, Ormandy Shannon, Stockwell August, Rehfeldt Ruth Anne
The Chicago School of Professional Psychology, 325 N Wells St, Chicago, IL 60654 USA.
Anal Verbal Behav. 2022 Nov 14;39(1):1-29. doi: 10.1007/s40616-022-00175-8. eCollection 2023 Jun.
Music is a unique form of verbal stimuli (Reynolds & Hayes, , (3), 413-421, 2017) and the literature has indicated some success in using procedures involving the frame of coordination or stimulus equivalence to teach early piano skills to learners with and without autism spectrum disorder (ASD; Hill et al., , (1), 188-208, 2020). However, these studies only targeted narrow skills rather than a complete repertoire. Also, whether such teaching procedure is effective for young children with ASD at different ages, with different needs, and with common accompanied diagnosis, is unknown. The current study (a) explored the possibility of applying relational frame theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001) in piano program development that aims to teach a complete early piano repertoire, and (b) confirmed the effectiveness of an adjusted teaching procedure using the frame of coordination on teaching early piano skills to six young children on the autism spectrum. A multiple probe across participants design was used. After direct training of two relations (AC & AE), post-instructional tests were conducted on eight relations. The results showed that with remedial training, five out of six participants demonstrated mutual entailment, combinatorial entailment, and transformation of stimulus function in these relations. All participants could read and play the song on keyboard without extra training. The study provided practical guidance on applying the procedure to these young learners. Implications of RFT in piano curriculum development were also discussed.
The online version contains supplementary material available at 10.1007/s40616-022-00175-8.
音乐是一种独特的言语刺激形式（雷诺兹和海斯，《》，（3），413 - 421，2017），文献表明，在使用涉及协调框架或刺激等价性的程序来教授有或没有自闭症谱系障碍（ASD）的学习者早期钢琴技能方面取得了一些成功（希尔等人，《》，（1），188 - 208，2020）。然而，这些研究只针对狭义的技能，而非完整的曲目。此外，这种教学程序对于不同年龄、有不同需求且伴有常见诊断的自闭症谱系幼儿是否有效尚不清楚。当前的研究（a）探索了将关系框架理论（RFT；海斯、巴恩斯 - 霍姆斯和罗奇，2001）应用于旨在教授完整早期钢琴曲目的钢琴课程开发的可能性，以及（b）证实了使用协调框架的调整后教学程序对六名自闭症谱系幼儿教授早期钢琴技能的有效性。采用了跨参与者的多重探测设计。在对两种关系（AC和AE）进行直接训练后，对八种关系进行了教学后测试。结果表明，经过补救训练，六名参与者中有五名在这些关系中表现出相互蕴含、组合蕴含和刺激功能转换。所有参与者无需额外训练就能在键盘上阅读和弹奏这首歌曲。该研究为将该程序应用于这些年轻学习者提供了实践指导。还讨论了RFT在钢琴课程开发中的意义。
在线版本包含可在10.1007/s40616 - 022 - 00175 - 8获取的补充材料。
