Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures

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...

Full description

Saved in:
Bibliographic Details
Published inJournal of autism and developmental disorders Vol. 50; no. 2; pp. 665 - 669
Main Authors Fairchild, Lyndsay A., Gadke, Daniel L., Stratton, Kasee K., Mathis, Emily S., Clarke, Alexander B.
Format Journal Article
LanguageEnglish
Published New York Springer US 01.02.2020
Springer
Springer Nature B.V
Subjects
Applied behavior analysis
Auditory discrimination
Auditory Stimuli
Autism
Behavioral Science and Psychology
Brief Report
Child and School Psychology
Children
Discrimination
Elementary School Students
Health aspects
Language skills
Neurosciences
Pediatrics
Pervasive Developmental Disorders
Phoneme Grapheme Correspondence
Program Effectiveness
Psychological aspects
Psychology
Public Health
Sensory integration
Stimulus
Stimulus equivalence
Topography
Training
Verbal ability
Visual discrimination
Visual Stimuli
Wh-questions
United States
Verbal behavior
Applied behavior analysis
Stimulus equivalence
Autism spectrum disorder
Intraverbals
Online AccessGet full text

Cover

More Information
Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-019-04275-8