Previous studies have investigated the efficiency in teaching listener and speaker repertoires in children diagnosed with autism spectrum disorder(ASD).Some investigations focused on listener responding by function,fe...Previous studies have investigated the efficiency in teaching listener and speaker repertoires in children diagnosed with autism spectrum disorder(ASD).Some investigations focused on listener responding by function,feature,and class(LRFFC)and intraverbal by function,feature,and class(FFC).For some children,teaching intraverbal FFC was more efficient because it resulted in a better emergence effect of a related untaught repertoire(LRFFC).For other children,teaching LRFFC along with tacting pictures was more efficient,resulting in a better emergence effect of a related untaught repertoire(intraverbal FFC).In these cases,it is not clear whether the tact increased the efficiency of LRFFC training because a comparison with a condition in which tacts were not required was not conducted.This investigation consisted of a replication with two children diagnosed with ASD.Three instructional sequences were compared:teaching LRFFC-probing intraverbal;teaching LRFFC+tacts-probing intraverbal;teaching intraverbal-probing LRFFC.For a child,all sequences were equally efficient because all related untaught repertoires emerged without errors.However,the acquisition of intraverbals during training occurred with variability.In the case of the second child,the most efficient sequence consisted of teaching intraverbals,resulting in the emergence of LRFFC without errors.In both cases of teaching LRFFC,the emergence of related intraverbals was partial and acquisition of the trained repertoires occurred with variability.The case that did not demand tact responses was slightly more efficient.Data were discussed in the sense that the best instructional sequence may vary from learner to learner.展开更多
文摘Previous studies have investigated the efficiency in teaching listener and speaker repertoires in children diagnosed with autism spectrum disorder(ASD).Some investigations focused on listener responding by function,feature,and class(LRFFC)and intraverbal by function,feature,and class(FFC).For some children,teaching intraverbal FFC was more efficient because it resulted in a better emergence effect of a related untaught repertoire(LRFFC).For other children,teaching LRFFC along with tacting pictures was more efficient,resulting in a better emergence effect of a related untaught repertoire(intraverbal FFC).In these cases,it is not clear whether the tact increased the efficiency of LRFFC training because a comparison with a condition in which tacts were not required was not conducted.This investigation consisted of a replication with two children diagnosed with ASD.Three instructional sequences were compared:teaching LRFFC-probing intraverbal;teaching LRFFC+tacts-probing intraverbal;teaching intraverbal-probing LRFFC.For a child,all sequences were equally efficient because all related untaught repertoires emerged without errors.However,the acquisition of intraverbals during training occurred with variability.In the case of the second child,the most efficient sequence consisted of teaching intraverbals,resulting in the emergence of LRFFC without errors.In both cases of teaching LRFFC,the emergence of related intraverbals was partial and acquisition of the trained repertoires occurred with variability.The case that did not demand tact responses was slightly more efficient.Data were discussed in the sense that the best instructional sequence may vary from learner to learner.
