A Comparison of Procedures for Teaching Receptive Labeling of Sight Words to a Child with Autism Spectrum Disorder

被引：10
|
作者：
Laura L. Grow
Rebecca Van Der Hijde
机构：
[1] University of British Columbia,Department of Educational and Counselling Psychology and Special Education
[2] University of British Columbia,undefined
来源：
Behavior Analysis in Practice | 2017年 / 10卷 / 1期
关键词：
Sight words; Conditional discrimination; Textual relation; Verbal behavior;
D O I：
10.1007/s40617-016-0133-0
中图分类号：
学科分类号：
摘要：
We compared the effectiveness and efficiency of a modified simple-conditional method and the conditional-only method for teaching receptive labeling of sight words. Jon, a 6-year-old boy diagnosed with autism spectrum disorder, participated. Across three comparative evaluations, the conditional-only method resulted in fewer sessions to mastery than a modified simple-conditional method. Textual responses emerged after Jon mastered the sight words as receptive labels. Practitioners should avoid teaching component simple discriminations as a strategy for facilitating conditional discrimination training in clinical practice.
引用
收藏
页码：62 / 66
页数：4
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