The College of Saint Rose, Albany, NY.
St. Anne Institute, Albany, NY.
Am J Speech Lang Pathol. 2023 Nov 6;32(6):3036-3047. doi: 10.1044/2023_AJSLP-23-00095. Epub 2023 Oct 6.
The purpose of this multiple probe design was (a) to investigate whether the use of the match-to-sample (MtS) procedure would result in independent identification of objects and (b) to examine whether the participants could generalize to matching objects and nonidentical pictures.
Using a nonconcurrent multiple baseline design, three minimally verbal preschoolers with autism spectrum disorder and receptive language impairment were taught to identify common objects using a MtS procedure and physical prompts. Participants were taught to match identical objects to identical pictures. Maintenance checks were completed following mastery of vocabulary for a total of 22 words. Generalization probes were conducted with the objects and nonidentical pictures. Intervention was completed by a speech-language pathologist during typical speech-language pathology sessions.
Results illustrated that all of the participants learned to match and generalize the pictures. All were able to independently identify the objects at 1-month follow-up.
MtS and prompting appear to be effective procedures for teaching receptive vocabulary and can be easily implemented by education professionals. Learner profiles varied for the participants in this study and are an important aspect when teaching students with autism spectrum disorder and co-occurring receptive language impairment.
本多项探针设计的目的是：(a) 研究使用匹配样本 (MtS) 程序是否会导致对象的独立识别，以及 (b) 检验参与者是否能够对匹配对象和非相同图片进行泛化。
使用非同期多项基线设计，对三名患有自闭症谱系障碍和接受性语言障碍的轻度言语学龄前儿童进行教学，使用 MtS 程序和物理提示来识别常见物体。参与者被教导将相同的物体与相同的图片进行匹配。在总共 22 个单词的词汇掌握后，进行维护检查。使用物体和非相同图片进行了一般化探测。干预措施由言语治疗师在典型的言语治疗过程中完成。
结果表明，所有参与者都学会了匹配和泛化图片。所有参与者在 1 个月的随访中都能够独立识别物体。
MtS 和提示似乎是教授接受性词汇的有效程序，并且可以由教育专业人员轻松实施。本研究中参与者的学习者概况各不相同，在教授患有自闭症谱系障碍和并发接受性语言障碍的学生时，这是一个重要的方面。
