Frampton Sarah E, Axe Judah B, Davis Caleb R, Meleshkevich Olga, Li Mei-Hua
University of Nebraska Omaha, Omaha, NE USA.
Simmons University, Boston, MA USA.
Behav Anal Pract. 2024 Sep 19;17(4):1238-1249. doi: 10.1007/s40617-024-00965-7. eCollection 2024 Dec.
One of the most critical intervention strategies when working with individuals with significant language delays associated with autism spectrum disorder and related developmental delays is teaching mands. For mand training to be effective, an establishing operation (EO) must be in effect, yet EOs are often difficult to observe. Before learning to mand, an individual may point to or approach a reinforcer, which likely indicates an EO related to that reinforcer, and may be considered an indicating response (IR). Observing an IR before prompting a mand increases the likelihood that the prompt is delivered when an EO is in effect and that the response is truly a mand. Missing from the literature is a consistent definition of IRs and a robust set of guidelines for using them in practice. In this tutorial, we review the terms and topographies of IRs in the literature to arrive at a definition of IRs. We then provide practical, research-based recommendations for using IRs during mand training, as well as assessing, selecting, teaching, and replacing IRs. Last, we provide tools and resources related to decision making and data collection with respect to IRs.
The online version contains supplementary material available at 10.1007/s40617-024-00965-7.
在与患有与自闭症谱系障碍及相关发育迟缓相关的严重语言延迟的个体合作时，最关键的干预策略之一是教授提要求。为了使提要求训练有效，必须有一个建立操作（EO）起作用，但EO往往难以观察到。在学习提要求之前，个体可能会指向或接近强化物，这可能表明与该强化物相关的EO，并且可能被视为指示性反应（IR）。在提示提要求之前观察到IR，会增加在EO起作用时给出提示以及该反应确实是提要求的可能性。文献中缺少对IR的一致定义以及在实践中使用它们的一套完善指南。在本教程中，我们回顾文献中IR的术语和表现形式，以得出IR的定义。然后，我们提供基于研究的实用建议，用于在提要求训练期间使用IR，以及评估、选择、教授和替换IR。最后，我们提供与IR的决策和数据收集相关的工具和资源。
在线版本包含可在10.1007/s40617-024-00965-7获取的补充材料。
