Abstract：
The purpose of this multiple probe design was (a) to investigate whether the use of the match-to-sample (MtS) procedure would result in independent identification of objects and (b) to examine whether the participants could generalize to matching objects and nonidentical pictures.
Using a nonconcurrent multiple baseline design, three minimally verbal preschoolers with autism spectrum disorder and receptive language impairment were taught to identify common objects using a MtS procedure and physical prompts. Participants were taught to match identical objects to identical pictures. Maintenance checks were completed following mastery of vocabulary for a total of 22 words. Generalization probes were conducted with the objects and nonidentical pictures. Intervention was completed by a speech-language pathologist during typical speech-language pathology sessions.
Results illustrated that all of the participants learned to match and generalize the pictures. All were able to independently identify the objects at 1-month follow-up.
MtS and prompting appear to be effective procedures for teaching receptive vocabulary and can be easily implemented by education professionals. Learner profiles varied for the participants in this study and are an important aspect when teaching students with autism spectrum disorder and co-occurring receptive language impairment.
Using a nonconcurrent multiple baseline design, three minimally verbal preschoolers with autism spectrum disorder and receptive language impairment were taught to identify common objects using a MtS procedure and physical prompts. Participants were taught to match identical objects to identical pictures. Maintenance checks were completed following mastery of vocabulary for a total of 22 words. Generalization probes were conducted with the objects and nonidentical pictures. Intervention was completed by a speech-language pathologist during typical speech-language pathology sessions.
Results illustrated that all of the participants learned to match and generalize the pictures. All were able to independently identify the objects at 1-month follow-up.
MtS and prompting appear to be effective procedures for teaching receptive vocabulary and can be easily implemented by education professionals. Learner profiles varied for the participants in this study and are an important aspect when teaching students with autism spectrum disorder and co-occurring receptive language impairment.
摘要：
目的：这种多探针设计的目的是（a）调查使用匹配样本（MtS）程序是否会导致对象的独立识别，以及（b）检查参与者是否可以概括为匹配对象和不相同的图片。
方法：使用非并发多基线设计，3名患有自闭症谱系障碍和接受性语言障碍的最低限度语言学龄前儿童被教导使用MtS程序和身体提示来识别常见对象.参与者被教导将相同的物体匹配到相同的图片。在掌握了总共22个单词的词汇后，完成了维护检查。对物体和不相同的图片进行了泛化探针。在典型的言语-语言病理学课程中，言语-语言病理学家完成了干预。
结果：结果表明，所有参与者都学会了匹配和概括图片。在1个月的随访中，所有人都能够独立识别对象。
结论：MtS和提示似乎是教授接受性词汇的有效程序，并且可以由教育专业人员轻松实施。在这项研究中，参与者的学习者概况各不相同，在教自闭症谱系障碍和共同发生的接受性语言障碍的学生时，这是一个重要方面。
方法：使用非并发多基线设计，3名患有自闭症谱系障碍和接受性语言障碍的最低限度语言学龄前儿童被教导使用MtS程序和身体提示来识别常见对象.参与者被教导将相同的物体匹配到相同的图片。在掌握了总共22个单词的词汇后，完成了维护检查。对物体和不相同的图片进行了泛化探针。在典型的言语-语言病理学课程中，言语-语言病理学家完成了干预。
结果：结果表明，所有参与者都学会了匹配和概括图片。在1个月的随访中，所有人都能够独立识别对象。
结论：MtS和提示似乎是教授接受性词汇的有效程序，并且可以由教育专业人员轻松实施。在这项研究中，参与者的学习者概况各不相同，在教自闭症谱系障碍和共同发生的接受性语言障碍的学生时，这是一个重要方面。
