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| Int'l Symposium - Challenging Venture: Recent Innovations in Teaching Verbal Behavior to Children with Autism |
| Monday, May 31, 2004 |
| 1:30 PM–2:50 PM |
| Independence West |
| Area: VBC/AUT; Domain: Applied Research |
| Chair: Satoru Shimamune (Naruto University of Education) |
| Discussant: Henry D. Schlinger (California State University, Northridge) |
| Abstract: . |
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| Computer-Based Teaching Procedures Used to Increase the Vocal Verbal Behavior of Young Children with Severe Autism and Related Disorders |
| CHRISTOPHER S. MCDONOUGH (Hawthorne Country Day School), Hirofumi Shimizu (Hawthorne Country Day School), David Bicard (Florida International University), Soyoung Yoon (Hawthorne Foundation, Inc.) |
| Abstract: Teaching vocal verbal behavior to young children with severe autism and related disorders can be challenging, time consuming and -despite the best efforts of skilled teachers employing valid teaching procedures- sometimes fruitless. Without a functional repertoire of vocal verbal behavior a child's options for communication, socialization, and independence are limited. We will describe computer-based teaching procedures being developed to increase the vocal verbal behavior of young children with severe autism and related disorders. Specifically, we will describe a computer-based stimulus-stimulus pairing and mand training procedure and discuss the results of initial experiments, which are promising. |
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| Teaching Figurative Language for Children with Autism |
| MASAHIKO INOUE (Hyogo University of Teacher Education), Kenji Okuda (Kibi International University) |
| Abstract: This study investigated the effects of matching-to-sample procedures on the extended tact as a form of "simile" in children with autism. Four children with autism participated and a multiple baseline design across subjects design was used. Target behavior was to tact pictures using "A like B" simile format. For example, when a picture of a round face was presented, the correct answer was to say, "Face like a ball". Participants were trained using matching-to-sample procedures: First, a picture (e.g., round face) was presented, and participants were required to choose another picture that resembles to the sample picture (e.g., ball). Then, the target tact responses were trained. All students acquired the extended tact repertoire, even with novel pictures that had not been used in the training. Results showed that the matching-to-sample procedure was effective in teaching an extended tact for children with autism. |
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| A Data Based Longitudinal Study on the Emergence of a Tact Repertoire in a Ten Year Old Non-Verbal Child with Autism |
| GLADYS WILLIAMS (Applied Behavioral Consultant Services), Yors A. Garcia (Applied Behavioral Consultant Services), Anna Quiroz-Muller (Sociedad Colombiana de Psicologia) |
| Abstract: The purpose of this study was to analyze the conditions under which a nonverbal ten-year old boy with autism acquired a tact repertoire and how novel tacts emerged. The boy received communication training using a curriculum based on Skinner's (1957) analysis of verbal behavior. During five years of training he built a language repertoire equivalent to that of a three year old boy (a vocabulary of about 500 words, combining three to five words in short phrases, and using his language to talk mostly about the present). We categorized his language in basic verbal operants (mands, tacts, intraverbals, etc.), and operants controlled by multiple variables. The tact repertoire he acquired and the novel tacts that emerged were analyzed within the continuum of his whole language acquisition. |
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