Efficiency in Teaching Speaker and Listener Repertoires:Comparing Three Instructional Sequences in Autistic Children  

作　　者：Daniel Carvalho de Matos Pollianna Galvão Soares de Matos Neylla Cristina Pereira Cordeiro Katiane Reis da Silva 

机构地区：[1]Universidade Ceuma,Brasil Universidade Federal do Maranhão and Instituto Evoluir,São Luís city,Brazil [2]Universidade Ceuma and Instituto Evoluir,São Luís city,Brazil

出　　处：《Psychology Research》2023年第6期235-245,共11页心理学研究：英文版

摘　　要：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.

关 键 词：autism spectrum disorder listener repertoire speaker repertoire EFFICIENCY 

分 类 号：H31[语言文字—英语]