Teaching two children with autism to mand for known and unknown items using contrived motivating operations.
The interrupted chain procedure is used to teach children with limited verbal repertoires to independently mand for missing items required to complete a task. Previous research has used interrupted chains to teach children with autism autoclitic mand frames for information on the location of missing...
| Publicado en: | Behavioral Interventions Vol. 37; no. 1; pp. 139 - 153 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=155397918&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 155397918 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10720847 BUJ jtl: Behavioral Interventions issn: 10720847 maglogo: Y pubinfo: dt: Feb2022 vid: 37 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 155397918 155397918 155397918 10.1002/bin.1777 155397918 ppf: 139 ppct: 14 formats: tig: atl: Teaching two children with autism to mand for known and unknown items using contrived motivating operations. aug: au: Jessel, Joshua Ingvarsson, Einar T. affil: Department of Psychology, Queens College, Queens New York,, USA sug: subj: Autism Spectrum Disorder In Infancy and Childhood Children with Disabilities Education Alternative and Augmentative Communication Education Teaching Methods Task Performance and Analysis Human Child Child Behavior Male Verbal Behavior Child: 6-12 years Male ab: The interrupted chain procedure is used to teach children with limited verbal repertoires to independently mand for missing items required to complete a task. Previous research has used interrupted chains to teach children with autism autoclitic mand frames for information on the location of missing items and persons in possession of the missing items. We extended previous research by (a) measuring generalization of autoclitic frames both within and between tasks with multiple known missing items that the participants could tact, (b) assessing whether or not the autoclitic frames would emerge following tact training of unknown items, and (c) determining if participants could be taught a mand that would result in the appropriate information to evoke the autoclitic frame for unknown items. Following training, the two boys with autism who participated in this study were able to independently mand for known missing items without direct teaching and mand for information on unknown missing items. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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