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The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature / Laurie Kathleen MCLAY in Research in Autism Spectrum Disorders, 7-2 (February 2013)
[article]
Titre : The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature Type de document : Texte imprimé et/ou numérique Auteurs : Laurie Kathleen MCLAY, Auteur ; Dean SUTHERLAND, Auteur ; John CHURCH, Auteur ; Gaye TYLER-MERRICK, Auteur Article en page(s) : p.418-431 Langues : Anglais (eng) Mots-clés : Autism Equivalence relations Stimulus equivalence Autism spectrum disorder Generalization Index. décimale : PER Périodiques Résumé : Articles that empirically investigated the emergence of untaught equivalence relations among individuals with autism are presented in this review. Systematic searches of academic databases, journals and ancestry searches identified nine studies that met inclusion criteria. These studies were evaluated according to: (a) participants, (b) developmental assessments conducted and reported, (c) experimental design, (d) stimulus content, (e) setting, (f) teaching procedure variables, (g) independent variables, (h) emergent skills tested, (i) main findings, (j) retention testing, and (k) reliability measures. The results of this synthesis demonstrate that while most individuals with ASD are able to form equivalence classes, the findings are variable. There are several examples in the literature in which untaught equivalence relations only emerged for some of the participants, or under modified teaching and testing conditions. In view of the limited research in this area, the lack of replication of findings, and the lack of investigation into variables that may affect the formation of equivalence classes, several recommendations are made for further research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.418-431[article] The formation of equivalence classes in individuals with autism spectrum disorder: A review of the literature [Texte imprimé et/ou numérique] / Laurie Kathleen MCLAY, Auteur ; Dean SUTHERLAND, Auteur ; John CHURCH, Auteur ; Gaye TYLER-MERRICK, Auteur . - p.418-431.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.418-431
Mots-clés : Autism Equivalence relations Stimulus equivalence Autism spectrum disorder Generalization Index. décimale : PER Périodiques Résumé : Articles that empirically investigated the emergence of untaught equivalence relations among individuals with autism are presented in this review. Systematic searches of academic databases, journals and ancestry searches identified nine studies that met inclusion criteria. These studies were evaluated according to: (a) participants, (b) developmental assessments conducted and reported, (c) experimental design, (d) stimulus content, (e) setting, (f) teaching procedure variables, (g) independent variables, (h) emergent skills tested, (i) main findings, (j) retention testing, and (k) reliability measures. The results of this synthesis demonstrate that while most individuals with ASD are able to form equivalence classes, the findings are variable. There are several examples in the literature in which untaught equivalence relations only emerged for some of the participants, or under modified teaching and testing conditions. In view of the limited research in this area, the lack of replication of findings, and the lack of investigation into variables that may affect the formation of equivalence classes, several recommendations are made for further research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.11.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186 Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder / Katharine STILL in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.44-58 Langues : Anglais (eng) Mots-clés : Manding Requesting Augmentative alternative communication devices Equivalence relations Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58[article] Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur . - p.44-58.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58
Mots-clés : Manding Requesting Augmentative alternative communication devices Equivalence relations Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
[article]
Titre : Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report Type de document : Texte imprimé et/ou numérique Auteurs : Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Shuiling LIU, Auteur Année de publication : 2022 Article en page(s) : p.5515-5522 Langues : Anglais (eng) Mots-clés : Male Child Female Humans Autism Spectrum Disorder/psychology Emotions Diphenhydramine Asian People Teaching Autism spectrum disorder Equivalence relations Metaphorical comprehension Metaphorical generation Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the effects of an instructional sequence involving simple tact, category tact, and match-to-sample instructions on the emergence of metaphorical extensions about emotions for children with autism spectrum disorder. Three Chinese children (1 girl, 2 boys, 7-8Â years old) with autism spectrum disorder participated. Results indicate that the participants' intraverbal responses for metaphorical extensions about emotions emerged or increased without direct training after completion of the instructional sequence to which verbal instruction had been added. All three children maintained the metaphorical extensions about emotions for 4Â weeks. En ligne : http://dx.doi.org/10.1007/s10803-021-05391-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5515-5522[article] Teaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report [Texte imprimé et/ou numérique] / Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Shuiling LIU, Auteur . - 2022 . - p.5515-5522.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5515-5522
Mots-clés : Male Child Female Humans Autism Spectrum Disorder/psychology Emotions Diphenhydramine Asian People Teaching Autism spectrum disorder Equivalence relations Metaphorical comprehension Metaphorical generation Index. décimale : PER Périodiques Résumé : The purpose of the study was to examine the effects of an instructional sequence involving simple tact, category tact, and match-to-sample instructions on the emergence of metaphorical extensions about emotions for children with autism spectrum disorder. Three Chinese children (1 girl, 2 boys, 7-8Â years old) with autism spectrum disorder participated. Results indicate that the participants' intraverbal responses for metaphorical extensions about emotions emerged or increased without direct training after completion of the instructional sequence to which verbal instruction had been added. All three children maintained the metaphorical extensions about emotions for 4Â weeks. En ligne : http://dx.doi.org/10.1007/s10803-021-05391-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489