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| Int'l Symposium - Basic Processes Involved in Acquiring Language |
| Tuesday, June 1, 2004 |
| 10:30 AM–11:50 AM |
| Back Bay D |
| Area: CBM; Domain: Applied Research |
| Chair: Gladys Williams (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo) |
| Discussant: Joseph E. Spradlin (University of Kansas) |
| Abstract: . |
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| Teaching Color Selection to Children with Autism |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Gladys Williams (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo), Anna Beatriz Queiroz (Applied Behavioral Consultant Services) |
| Abstract: Some children with learning disabilities do not learn receptive color discrimination with standard procedures. We used the combined blocking procedure, derived from basic research, to teach a child with autism to select two colors, black and white. First, we maintained two color cards on fixed locations on the table and named the same color across trials. After 10 consecutive correct selections, we requested the other color. We kept switching names every 10 correct selections until the child made 60 consecutive correct responses. Then, we reduced the criterion to switch colors names to every 5 correct responses, and then reduced it to 2 or 3 consecutive correct responses. Finally, we presented the names randomly. In the last step, we presented the cards at random locations on the table. The child learned to select appropriately the cards. Thus, this procedure serves to teach receptive color discrimination to children with autism. |
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| Generalized Skill of Tacts, Selection of Pictures and Intraverbals in Normal-Developing Children and Children with Autism |
| LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Carlota Belloso-Diaz (University of Oviedo, Spain), Gladys Williams (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo), Jose Julio Carnerero (Centro Al-Mudaris, Cordoba), Lorena Garcia-Asenjo Asenjo (University of Oviedo, Spain) |
| Abstract: We conducted three studies with 6-year-old children and children with autism of several ages to explore emergent relations between pictures, names of the pictures and one characteristic of the picture. This resulted in one pair of tacts (name the picture), two pairs of relations that consisted of picture selection in response to names (selection of the picture in response to its name or in response to its characteristic, and two pairs of intraverbals (saying the name in response to the characteristic or saying the characteristic in the presence of the name). In Study 1, we taught two pairs of relations and probed the emergence of the other three pairs, on several conditions. Some children showed the emergence of all relations. Other children did not; specially, they did not often demonstrate the emergence of the intraverbals. In Study 2, we modified the stimuli of the relations and included the six pairs of relations. All children showed the emergence of all relations. In Study 3, we extended the procedure of Study 2 to 3 children with autism. All children with autism demonstrated the emergence of the novel relations. This research may be applied to promote novel verbal behavior in children with autism. |
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| Verbal Behavior Acquisition and Habilitation in a Girl with Autism |
| GLADYS WILLIAMS (Proyecto de Intervencion e Investigacion en Ninos con Autismo en Asturias, Oviedo), Jennie Kelly (Applied Behavioral Consultant Services), Luis Antonio Perez-Gonzalez (University of Oviedo, Spain) |
| Abstract: The purpose of this presentation is to show an analysis of the acquisition of basic verbal behavior and the development of social skills in a nonverbal two-year old girl with autism. She received intensive behavioral treatment in the home, fifty hours per week, during four years. When she reached six years of age, she entered first grade unassisted. Her teacher, who was not aware of her previous condition, did not distinguish her from the other students. Her entire teaching curriculum was based on Skinner’s analysis of language, Verbal Behavior. The data were collected systematically during the four years of training and it shows the progression of her language and social skills. We will show acquisition of an echoic repertoire, mands, tacts, intraverbals, and more complex behavior, and the emergence of novel verbal behavior. In this analysis we will draw the relationship among verbal operants and how they were related to the production of new and complex verbal behavior. |
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