Une comparaison des procédures pour enseigner l'étiquetage réceptif des mots charnière à un enfant avec un diagnostic de trouble du spectre de l'autisme

Aperçu: G.M.

Les praticiens devraient éviter d'enseigner les discriminations simples comme une stratégie pour faciliter la formation à la discrimination conditionnelle dans la pratique clinique

Behav Anal Pract. 2016 Jun 13;10(1):62-66. doi: 10.1007/s40617-016-0133-0. eCollection 2017.

A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder

Grow LL¹, Van Der Hijde R².

Author information

1

0000 0001 2288 9830grid.17091.3eUniversity of British Columbia, Vancouver, BC Canada ; 0000 0001 2288 9830grid.17091.3eDepartment of Educational and Counselling Psychology and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC Canada V6T 1Z4.

2

0000 0001 2288 9830grid.17091.3eUniversity of British Columbia, Vancouver, BC Canada.

Abstract

We compared the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words. Jon, a 6-year-old boy diagnosed with autism spectrum disorder, participated. Across three comparative evaluations, the conditional-only method resulted in fewer sessions to mastery than a modified simple-conditional method. Textual responses emerged after Jon mastered the sight words as receptive labels. Practitioners should avoid teaching component simple discriminations as a strategy for facilitating conditional discrimination training in clinical practice.


PMID: 28352508

PMCID: PMC5352623

DOI: 10.1007/s40617-016-0133-0