建立自然强化随因对三名自闭症谱系障碍儿童“为什么”问题的习得、泛化和维持效果的影响

Q2 Social Sciences

Evidence-Based Communication Assessment and Intervention Pub Date : 2021-10-02 DOI:10.1080/17489539.2021.2014763

R. Lang, Serena R. Garza, Stephanie Webb, Jessica Price, Emily Fowler

{"title":"建立自然强化随因对三名自闭症谱系障碍儿童“为什么”问题的习得、泛化和维持效果的影响","authors":"R. Lang, Serena R. Garza, Stephanie Webb, Jessica Price, Emily Fowler","doi":"10.1080/17489539.2021.2014763","DOIUrl":null,"url":null,"abstract":"Participants: Three participants with ASD (ages 8, 9, & 18 years) were included. To be included, participants had to have a diagnosis of Autism Spectrum Disorder (ASD) and be able to: (a) repeat questions from a voice recording; (b) initiate joint attention; (c) label 1Abstracted from: Patil, P., Sidener, T. M., Pane, H., Reeve, S. A., & Nirgudkar, A. (2021). Teaching children with autism spectrum disorder to mand “why”? The Analysis of Verbal Behavior, 37, 1-6. https:// doi.org/10.1007/s40616-02000138-x Source of funding and disclosure of interest: No funding for this study was reported. Original authors reported that there were no conflicts of interest. The author(s) reported there is no funding associated with the work featured in this article. For correspondence: Russell B. Lang, E-mail: russlang@txstate.edu Evidence-Based Communication Assessment and Intervention, 2021 Vol. 15, No. 4, 182–185, https://doi.org/10.1080/17489539.2021.2014763","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"10 1","pages":"182 - 185"},"PeriodicalIF":0.0000,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Establishing naturalistic reinforcement contingences for verbal modeling results in acquisition, generalization, and maintenance of asking why-questions in three children with autism spectrum disorder1\",\"authors\":\"R. Lang, Serena R. Garza, Stephanie Webb, Jessica Price, Emily Fowler\",\"doi\":\"10.1080/17489539.2021.2014763\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Participants: Three participants with ASD (ages 8, 9, & 18 years) were included. To be included, participants had to have a diagnosis of Autism Spectrum Disorder (ASD) and be able to: (a) repeat questions from a voice recording; (b) initiate joint attention; (c) label 1Abstracted from: Patil, P., Sidener, T. M., Pane, H., Reeve, S. A., & Nirgudkar, A. (2021). Teaching children with autism spectrum disorder to mand “why”? The Analysis of Verbal Behavior, 37, 1-6. https:// doi.org/10.1007/s40616-02000138-x Source of funding and disclosure of interest: No funding for this study was reported. Original authors reported that there were no conflicts of interest. The author(s) reported there is no funding associated with the work featured in this article. For correspondence: Russell B. Lang, E-mail: russlang@txstate.edu Evidence-Based Communication Assessment and Intervention, 2021 Vol. 15, No. 4, 182–185, https://doi.org/10.1080/17489539.2021.2014763\",\"PeriodicalId\":39977,\"journal\":{\"name\":\"Evidence-Based Communication Assessment and Intervention\",\"volume\":\"10 1\",\"pages\":\"182 - 185\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Evidence-Based Communication Assessment and Intervention\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/17489539.2021.2014763\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evidence-Based Communication Assessment and Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17489539.2021.2014763","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

摘要

参与者:包括3名ASD患者(8岁、9岁和18岁)。要入选，参与者必须被诊断为自闭症谱系障碍(ASD)，并且能够:(a)重复录音中的问题;(b)开始共同注意;(c) label 1摘自:Patil, P.， Sidener, T. M.， Pane, H.， Reeve, S. A.和Nirgudkar, A.(2021)。教自闭症谱系障碍儿童问“为什么”?语言行为分析，第37期，1-6。https:// doi.org/10.1007/s40616-02000138-x资金来源及利益披露:本研究未获资助。原作者报告不存在利益冲突。作者(s)报告没有与这篇文章的特色工作相关的资金。通信:罗素B.郎，E-mail: russlang@txstate.edu循证沟通评估与干预，2021卷15，第4期，182-185,https://doi.org/10.1080/17489539.2021.2014763

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Establishing naturalistic reinforcement contingences for verbal modeling results in acquisition, generalization, and maintenance of asking why-questions in three children with autism spectrum disorder1

Participants: Three participants with ASD (ages 8, 9, & 18 years) were included. To be included, participants had to have a diagnosis of Autism Spectrum Disorder (ASD) and be able to: (a) repeat questions from a voice recording; (b) initiate joint attention; (c) label 1Abstracted from: Patil, P., Sidener, T. M., Pane, H., Reeve, S. A., & Nirgudkar, A. (2021). Teaching children with autism spectrum disorder to mand “why”? The Analysis of Verbal Behavior, 37, 1-6. https:// doi.org/10.1007/s40616-02000138-x Source of funding and disclosure of interest: No funding for this study was reported. Original authors reported that there were no conflicts of interest. The author(s) reported there is no funding associated with the work featured in this article. For correspondence: Russell B. Lang, E-mail: russlang@txstate.edu Evidence-Based Communication Assessment and Intervention, 2021 Vol. 15, No. 4, 182–185, https://doi.org/10.1080/17489539.2021.2014763

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Evidence-Based Communication Assessment and Intervention Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： Evidence-Based Communication Assessment and Intervention (EBCAI) brings together professionals who work in clinical and educational practice as well as researchers from all disciplines to promote evidence-based practice (EBP) in serving individuals with communication impairments. The primary aims of EBCAI are to: Promote evidence-based practice (EBP) in communication assessment and intervention; Appraise the latest and best communication assessment and intervention studies so as to facilitate the use of research findings in clinical and educational practice; Provide a forum for discussions that advance EBP; and Disseminate research on EBP. We target speech-language pathologists, special educators, regular educators, applied behavior analysts, clinical psychologists, physical therapists, and occupational therapists who serve children or adults with communication impairments.