Conine Daniel E, Guerrero Lisa A, Jones-Thomas Erica, Frampton Sarah E, Vollmer Timothy R, Smith-Bonahue Tina
Department of Learning Sciences, Georgia State University, Atlanta, GA USA.
College of Education & Human Development, Georgia State University, P.O. Box 3980, Atlanta, GA 30302 USA.
Anal Verbal Behav. 2023 Mar 24;39(1):118-145. doi: 10.1007/s40616-023-00183-2. eCollection 2023 Jun.
Children with autism spectrum disorder (ASD) may struggle with verbal behavior related to recall in various contexts. However, relatively little research has evaluated methods for improving recall among this population, and even fewer from a verbal behavior perspective. One socially important set of skills that relies upon a behavioral repertoire of recall is applied reading skills, such as reading comprehension and story recall. Valentino et al. (2015) designed an intervention package to teach children with ASD to recall short stories and conceptualized the behavior as an intraverbal chain. The present study replicated and extended that study with three school-aged children with ASD using a multiple baseline design across stories. For some participants and some stories, story recall was mastered under less intensive intervention conditions than in the previous study. When it was necessary to implement the full intervention package, the effects largely replicated previous research. Improvements in recall were correlated with increases in correct answers to comprehension questions. These data have important implications for clinicians and educators providing reading and recall interventions to children with ASD. Results also have theoretical implications for verbal behavior accounts of memory and recall, and suggest several possible avenues for future research.
The online version contains supplementary material available at 10.1007/s40616-023-00183-2.
患有自闭症谱系障碍（ASD）的儿童在各种情境中可能难以进行与回忆相关的言语行为。然而，相对较少的研究评估了改善该人群回忆能力的方法，从言语行为角度进行研究的更少。一组依赖于回忆行为技能库的具有社会重要性的技能是应用阅读技能，如阅读理解和故事回忆。瓦伦蒂诺等人（2015年）设计了一个干预方案，教患有ASD的儿童回忆短篇小说，并将该行为概念化为一个内部言语链。本研究采用跨故事的多基线设计，对三名患有ASD的学龄儿童重复并扩展了该研究。对于一些参与者和一些故事，在比之前研究强度更低的干预条件下就掌握了故事回忆。当有必要实施完整的干预方案时，效果在很大程度上重复了之前的研究。回忆能力的提高与阅读理解问题正确答案的增加相关。这些数据对为患有ASD的儿童提供阅读和回忆干预的临床医生和教育工作者具有重要意义。研究结果对言语行为的记忆和回忆理论也具有启示意义，并为未来研究提出了几个可能的方向。
在线版本包含可在10.1007/s40616-023-00183-2获取的补充材料。
