ESTABLISHING DERIVED TEXTUAL CONTROL IN ACTIVITY SCHEDULES WITH CHILDREN WITH AUTISM

Activity schedules are often used to facilitate task engagement and transition for children with autism. This study evaluated whether conditional discrimination training would serve to transfer the control from activity‐schedule pictures to printed words (i.e., derived textual control). Two preschoo...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2009, Vol.42 (3), p.703-709
Main Authors: Miguel, Caio F., Yang, Heejean G., Finn, Heather E., Ahearn, William H.
Format: Article
Language:English
Subjects:
Accuracy
activity schedules
Agreements
Autism
Autism Spectrum Disorders
Autistic children
Autistic Disorder - physiopathology
Autistic Disorder - rehabilitation
Biological and medical sciences
Child
Child clinical studies
Cognition & reasoning
conditional discrimination
Conditioning, Operant
derived stimulus relations
Developmental disorders
Discrimination Learning
Education of Intellectually Disabled
Emergent Literacy
Evaluation
Feedback (Response)
Hallucinogens
Humans
Infantile autism
Male
Medical sciences
Names
Oral Reading
Pervasive Developmental Disorders
Photic Stimulation - methods
Picture Books
Preschool Children
Pretests Posttests
Psychology. Psychoanalysis. Psychiatry
Psychomotor Performance - physiology
Psychopathology. Psychiatry
Reading Comprehension
Reading Instruction
Reinforcement (Psychology)
Research Design
Schedules
Sight Vocabulary
Stimuli
stimulus equivalence
Topography
Toys
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Description
Summary:Activity schedules are often used to facilitate task engagement and transition for children with autism. This study evaluated whether conditional discrimination training would serve to transfer the control from activity‐schedule pictures to printed words (i.e., derived textual control). Two preschoolers with autism were taught to select pictures and printed words given their dictated names. Following training, participants could respond to printed words by completing the depicted task, match printed words to pictures, and read printed words without explicit training (i.e., emergent relations).
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.2009.42-703