Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures.
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| Title: | Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures. |
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| Authors: | Fairchild, Lyndsay A., Gadke, Daniel L., Stratton, Kasee K., Mathis, Emily S., Clarke, Alexander B. |
| Source: | Journal of Autism & Developmental Disorders. Feb2020, Vol. 50 Issue 2, p665-669. 5p. 1 Chart, 2 Graphs. |
| Subjects: | Auditory perception, Autism in children, Behavior therapy, Literacy, Phonetics, School children, Speech therapy, Verbal behavior, Visual perception, Writing, Children with disabilities, Teaching methods |
| Abstract: | Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-019-04275-8 |
