Further Evaluation of the Stimulus Pairing Observation Procedure with Children with Autism Spectrum Disorder

被引：9

作者：

Solares, Leslie ^{[1
]}

Fryling, Mitch J. ^{[1
]}

机构：

[1] Calif State Univ Los Angeles, Div Special Educ & Counseling, 5151 State Univ Dr, Los Angeles, CA 90032 USA

来源：

ANALYSIS OF VERBAL BEHAVIOR | 2019年 / 35卷 / 01期

关键词：

Autism; Observational learning; Stimulus-pairing observation procedure; Verbal behavior; LISTENER RESPONSES;

D O I：

10.1007/s40616-018-0101-6

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

A large amount of learning occurs through the observation of stimulus-stimulus relations. One procedure that involves this sort of learning is the stimulus-pairing observation procedure (SPOP). The current study involves a systematic replication of Byrne, Rehfeldt, and Aguirre (2014). Tests for the emergence of tact and listener relations were conducted pre- and post-SPOP intervention, which consisted of a therapist presenting auditory-visual stimulus relations to participants. The SPOP intervention resulted in the establishment of tact and listener relations for all participants. The importance of assessing prerequisite skills is considered in the context of previous research.

引用

页码：85 / 93

页数：9

共 50 条

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