序列多个示例训练对自闭症儿童双向命名的影响
Roy Salomonsen1, Sigmund Eldevik2
1Habilitation Center for Children and Adolescents, University Hospital of North Norway, Tromsø, Norway.
The Analysis of verbal behavior
|July 4, 2024
概括
序列多个示例训练 (S-MET) 在患有自闭症谱系障碍 (ASD) 的学龄前儿童中改善了双向命名 (BiN). 大多数参与者取得了掌握,表明S-MET是ASD语言发展的有希望的干预措施.
科学领域:
- 发展心理学 发展心理学
- 应用行为分析应用行为分析
- 语音语言病理学 语言病理学
背景情况:
- 自闭症谱系障碍 (ASD) 通常涉及语言缺陷,包括双向命名 (BiN) 的挑战.
- 需要有效的干预措施来提高ASD幼儿的BiN技能.
- 了解支持BiN的学习历史对于有针对性的干预至关重要.
研究的目的:
- 评估一系列多个实例训练 (S-MET) 程序的有效性,以改善ASD学龄前儿童的BiN.
- 评估跨环境和遵循S-MET的人对BiN技能的概括性.
主要方法:
- 采用了一个非并发的多重基线设计.
- 在实现BiN之前,S-MET涉及训练单个刺激的听众和说话者的行为.
- 进行了概括探测,以评估交叉设置和跨人效应.
主要成果:
- 在四名患有自闭症的学龄前儿童中,有三名符合BiN的掌握标准.
- 第四名参与者在BiN表现中表现出显著的改善.
- 对一些参与者来说,在不同环境和人群中观察到训练有素的BiN技能的泛化.
结论:
- 在被诊断为ASD的学龄前儿童中,S-MET似乎是一个有前途的干预措施,以加强双向命名.
- 这些发现有助于理解开发BiN所需的学习历史.
- 需要进一步的研究来探索S-MET对ASD语言发展的更广泛的适用性和长期影响.
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