向两名自闭症儿童教授接受性词汇:以诊所为基础的单病例重复实验设计。

IF 2.5 Q1 EDUCATION, SPECIAL
Autism and Developmental Language Impairments Pub Date : 2024-05-27 eCollection Date: 2024-01-01 DOI:10.1177/23969415241258699
Rebecca Gray, Deirdre M Muldoon
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引用次数: 0

摘要

背景和目的:这项研究是在临床环境中进行的,目的是复制以前使用的接受性词汇教学程序。研究人员增加了词汇的数量,并坚持使用匹配到样本(MtS)、提示和强化程序。研究人员还想从照顾者的角度了解干预的效果:方法:采用并行多基线设计,教两名有接受性语言障碍的自闭症学龄前儿童识别 30 种常见物品。对每个儿童都进行了个性化的 MtS、提示和强化程序。在预先确定的干预次数(如三或四次门诊)后,完成维持检查和泛化探查。在最后一次维持检查后,由家长填写一份社会有效性问卷:结果:两名参与者的感知对象识别能力都有明显提高。尽管只接触了三四次词汇目标,但他们将词汇目标泛化到了非相同的图片上,并在维持检查时保持了词汇。当研究人员对学员进行个性化提示和强化时,学员的效果最好:MtS、提示和强化是提高物体识别能力的有效方法,即使干预次数有限。为了支持不同的学习者,有必要修改提示和强化程序。两名参与者的照顾者都表示,他们在沟通、注意力和行为等方面都有了积极的改善:这项重复性研究为在临床环境中教授自闭症学龄前儿童接受性词汇的 MtS、提示和强化方法提供了支持。所使用的材料既简单又具有成本效益。总之,本研究概述并支持了一种灵活有效的循证实践,用于自闭症儿童的接受性语言教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching receptive vocabulary to two autistic children: A replicated, clinic-based, single case experimental design.

Background and aims: This study was conducted in a clinical setting with the aim of replicating previously used procedures for teaching receptive vocabulary. Researchers increased the number of vocabulary words and maintained use of match-to-sample (MtS), prompting, and reinforcement procedures. Researchers were also interested in the efficacy of the intervention from caregivers' perspectives.

Methods: Using a concurrent multiple baseline design, two autistic preschoolers with receptive language impairment were taught to identify 30 common objects. MtS, prompting, and reinforcement procedures were individualized to support each child. Maintenance checks and generalization probes were completed after a predetermined number of intervention sessions (i.e. three or four clinic sessions). A social validity questionnaire was completed by parents following the final maintenance check.

Results: Receptive object identification improved significantly for both participants. Despite exposure to vocabulary targets for only three or four sessions, they generalized the vocabulary targets to non-identical pictures and maintained words at maintenance checks. Participants were most successful when researchers individualized prompting and reinforcement.

Conclusion: MtS, prompting, and reinforcement were effective procedures for improving object identification, even with a limited number of intervention sessions. To support varying learner profiles, modifying prompting and reinforcement procedures was necessary. Caregivers of both participants reported positive improvements in areas such as communication, attention, and behaviors.

Implications: This replicated study provides support for MtS, prompting, and reinforcement as means of teaching receptive vocabulary to autistic preschoolers in a clinical setting. The materials used were simple and cost-effective. Overall, this study outlines and supports a flexible and effective evidence-based practice to teach receptive language to autistic children.

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来源期刊
Autism and Developmental Language Impairments
Autism and Developmental Language Impairments Psychology-Clinical Psychology
CiteScore
3.20
自引率
0.00%
发文量
20
审稿时长
12 weeks
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