Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
3 recherche sur le mot-clé 'Stimulus equivalence'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
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 Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures / Lyndsay A. FAIRCHILD in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
[article]
Titre : Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures Type de document : Texte imprimé et/ou numérique Auteurs : Lyndsay A. FAIRCHILD, Auteur ; Daniel L. GADKE, Auteur ; Kasee K. STRATTON, Auteur ; Emily S. MATHIS, Auteur ; Alexander B. CLARKE, Auteur Article en page(s) : p.665-669 Langues : Anglais (eng) Mots-clés : Applied behavior analysis Autism spectrum disorder Intraverbals Stimulus equivalence Verbal behavior Index. décimale : PER Périodiques Résumé : Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04275-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.665-669[article] Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures [Texte imprimé et/ou numérique] / Lyndsay A. FAIRCHILD, Auteur ; Daniel L. GADKE, Auteur ; Kasee K. STRATTON, Auteur ; Emily S. MATHIS, Auteur ; Alexander B. CLARKE, Auteur . - p.665-669.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.665-669
Mots-clés : Applied behavior analysis Autism spectrum disorder Intraverbals Stimulus equivalence Verbal behavior Index. décimale : PER Périodiques Résumé : Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04275-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Teaching generalized reading and spelling to children with autism / Takayuki TANJI in Research in Autism Spectrum Disorders, 7-2 (February 2013)
[article]
Titre : Teaching generalized reading and spelling to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Takayuki TANJI, Auteur ; Kosuke TAKAHASHI, Auteur ; Fumiyuki NORO, Auteur Article en page(s) : p.276-287 Langues : Anglais (eng) Mots-clés : Generalized reading Generalized spelling Constructed-response matching-to-sample Stimulus equivalence Children with autism Index. décimale : PER Périodiques Résumé : We examined the effects of constructed-response matching-to-sample (CRMTS) training on the generalization of reading and spelling skills in three Japanese children with autism using a series of overlapping-syllable word sets. We taught them to construct printed words to match printed words, spoken words, and pictures through the CRMTS procedure. Hence, two participants performed well in the generalized reading and spelling skills of untrained words. However, one participant did not meet the criterion for the generalization of reading and spelling skills. We taught her to break a word into each syllable as a differential observing response to the sample in the task. The modified CRMTS procedure enabled her to establish the generalized reading and spelling skills. This study discusses that the procedure and the modified CRMTS with differential observing response are effective for acquisition of generalized reading and spelling skills in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.005 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.276-287[article] Teaching generalized reading and spelling to children with autism [Texte imprimé et/ou numérique] / Takayuki TANJI, Auteur ; Kosuke TAKAHASHI, Auteur ; Fumiyuki NORO, Auteur . - p.276-287.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-2 (February 2013) . - p.276-287
Mots-clés : Generalized reading Generalized spelling Constructed-response matching-to-sample Stimulus equivalence Children with autism Index. décimale : PER Périodiques Résumé : We examined the effects of constructed-response matching-to-sample (CRMTS) training on the generalization of reading and spelling skills in three Japanese children with autism using a series of overlapping-syllable word sets. We taught them to construct printed words to match printed words, spoken words, and pictures through the CRMTS procedure. Hence, two participants performed well in the generalized reading and spelling skills of untrained words. However, one participant did not meet the criterion for the generalization of reading and spelling skills. We taught her to break a word into each syllable as a differential observing response to the sample in the task. The modified CRMTS procedure enabled her to establish the generalized reading and spelling skills. This study discusses that the procedure and the modified CRMTS with differential observing response are effective for acquisition of generalized reading and spelling skills in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=186