Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4740-4751 Titre : Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction Type de document : texte imprimé Auteurs : Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Chun SHEN, Auteur Article en page(s) : p.4740-4751 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the study was to evaluate the effects of tact and match-to-sample instructions on the increase and maintenance of intraverbal responses to subcategorical questions (i.e., naming multiple items in a subcategory of a category). Three Chinese children on the autism spectrum (2 boys, 1 girl, aged 6-8 years old) participated in this study. Results indicated that intraverbal responses to subcategorical questions emerged or increased for most subcategories for all three participants following the completion of instruction without direct training. En ligne : https://doi.org/10.1007/s10803-022-05827-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Brief Report: Increasing Intraverbal Responses to Subcategorical Questions via Tact and Match-to-Sample Instruction [texte imprimé] / Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Chun SHEN, Auteur . - p.4740-4751. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4740-4751 Index. décimale : PER Périodiques Résumé : The purpose of the study was to evaluate the effects of tact and match-to-sample instructions on the increase and maintenance of intraverbal responses to subcategorical questions (i.e., naming multiple items in a subcategory of a category). Three Chinese children on the autism spectrum (2 boys, 1 girl, aged 6-8 years old) participated in this study. Results indicated that intraverbal responses to subcategorical questions emerged or increased for most subcategories for all three participants following the completion of instruction without direct training. En ligne : https://doi.org/10.1007/s10803-022-05827-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722 Titre : Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Ning JIN, Auteur Article en page(s) : p.4717-4722 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Child  Computer-Assisted Instruction  Computers  Humans  Male  Autism spectrum disorder  Bidirectional naming  China  Computer-assisted instruction  Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder [texte imprimé] / Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Ning JIN, Auteur . - p.4717-4722. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722 Mots-clés : Adult  Autism Spectrum Disorder  Child  Computer-Assisted Instruction  Computers  Humans  Male  Autism spectrum disorder  Bidirectional naming  China  Computer-assisted instruction  Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD / Xiaoyi HU in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555 Titre : Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD Type de document : texte imprimé Auteurs : Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur Article en page(s) : p.2540-2555 Langues : Anglais (eng) Mots-clés : Autism  China  Computer-assisted instruction  Gesture-tracking  Intellectual disability  Teacher-implemented instruction Index. décimale : PER Périodiques Résumé : This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. En ligne : http://dx.doi.org/10.1007/s10803-019-03978-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD [texte imprimé] / Xiaoyi HU, Auteur ; Gabrielle T. LEE, Auteur ; Yu-Ting TSAI, Auteur ; Yang YANG, Auteur ; Su CAI, Auteur . - p.2540-2555. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2540-2555 Mots-clés : Autism  China  Computer-assisted instruction  Gesture-tracking  Intellectual disability  Teacher-implemented instruction Index. décimale : PER Périodiques Résumé : This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. En ligne : http://dx.doi.org/10.1007/s10803-019-03978-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism / Hua FENG in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.133-141 Titre : Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism Type de document : texte imprimé Auteurs : Hua FENG, Auteur ; Wan-Chi CHOU, Auteur ; Gabrielle T. LEE, Auteur Article en page(s) : p.133-141 Langues : Anglais (eng) Mots-clés : autism, complex categorization, divergent responding, intraverbal behavior, tact prompts Index. décimale : PER Périodiques Résumé : This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training. En ligne : http://dx.doi.org/10.1177/1088357615610540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism [texte imprimé] / Hua FENG, Auteur ; Wan-Chi CHOU, Auteur ; Gabrielle T. LEE, Auteur . - p.133-141. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.133-141 Mots-clés : autism, complex categorization, divergent responding, intraverbal behavior, tact prompts Index. décimale : PER Périodiques Résumé : This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training. En ligne : http://dx.doi.org/10.1177/1088357615610540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.292-307 Titre : Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Yanhong LIU, Auteur ; Chouyun ZOU, Auteur ; Xia CHENG, Auteur ; Qi ZHAO, Auteur ; Jingjing HUANG, Auteur Article en page(s) : p.292-307 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Convergent control  Creativity  Divergent control  Intraverbal behavior  Multiple control  Response diversity Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training. En ligne : http://dx.doi.org/10.1007/s10803-019-04250-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder [texte imprimé] / Gabrielle T. LEE, Auteur ; Xiaoyi HU, Auteur ; Yanhong LIU, Auteur ; Chouyun ZOU, Auteur ; Xia CHENG, Auteur ; Qi ZHAO, Auteur ; Jingjing HUANG, Auteur . - p.292-307. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.292-307 Mots-clés : Autism spectrum disorder  Convergent control  Creativity  Divergent control  Intraverbal behavior  Multiple control  Response diversity Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training. En ligne : http://dx.doi.org/10.1007/s10803-019-04250-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

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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)  

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Using Equivalence-Based Instruction to Improve Expression and Comprehension of Emotional Metaphors for Children on the Autism Spectrum / Xiaoyi HU in Focus on Autism and Other Developmental Disabilities, 40-3 (September 2025)  

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Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder / Gabrielle T. LEE ; Yan LONG ; Weina MA ; Mian WANG in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

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Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting / Xiaoyi HU in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

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