PDF(Pubmed)
Abstract：
UNASSIGNED: This study was conducted in a clinical setting with the aim of replicating previously used procedures for teaching receptive vocabulary. Researchers increased the number of vocabulary words and maintained use of match-to-sample (MtS), prompting, and reinforcement procedures. Researchers were also interested in the efficacy of the intervention from caregivers\' perspectives.
UNASSIGNED: Using a concurrent multiple baseline design, two autistic preschoolers with receptive language impairment were taught to identify 30 common objects. MtS, prompting, and reinforcement procedures were individualized to support each child. Maintenance checks and generalization probes were completed after a predetermined number of intervention sessions (i.e. three or four clinic sessions). A social validity questionnaire was completed by parents following the final maintenance check.
UNASSIGNED: Receptive object identification improved significantly for both participants. Despite exposure to vocabulary targets for only three or four sessions, they generalized the vocabulary targets to non-identical pictures and maintained words at maintenance checks. Participants were most successful when researchers individualized prompting and reinforcement.
UNASSIGNED: MtS, prompting, and reinforcement were effective procedures for improving object identification, even with a limited number of intervention sessions. To support varying learner profiles, modifying prompting and reinforcement procedures was necessary. Caregivers of both participants reported positive improvements in areas such as communication, attention, and behaviors.
UNASSIGNED: This replicated study provides support for MtS, prompting, and reinforcement as means of teaching receptive vocabulary to autistic preschoolers in a clinical setting. The materials used were simple and cost-effective. Overall, this study outlines and supports a flexible and effective evidence-based practice to teach receptive language to autistic children.
UNASSIGNED: Using a concurrent multiple baseline design, two autistic preschoolers with receptive language impairment were taught to identify 30 common objects. MtS, prompting, and reinforcement procedures were individualized to support each child. Maintenance checks and generalization probes were completed after a predetermined number of intervention sessions (i.e. three or four clinic sessions). A social validity questionnaire was completed by parents following the final maintenance check.
UNASSIGNED: Receptive object identification improved significantly for both participants. Despite exposure to vocabulary targets for only three or four sessions, they generalized the vocabulary targets to non-identical pictures and maintained words at maintenance checks. Participants were most successful when researchers individualized prompting and reinforcement.
UNASSIGNED: MtS, prompting, and reinforcement were effective procedures for improving object identification, even with a limited number of intervention sessions. To support varying learner profiles, modifying prompting and reinforcement procedures was necessary. Caregivers of both participants reported positive improvements in areas such as communication, attention, and behaviors.
UNASSIGNED: This replicated study provides support for MtS, prompting, and reinforcement as means of teaching receptive vocabulary to autistic preschoolers in a clinical setting. The materials used were simple and cost-effective. Overall, this study outlines and supports a flexible and effective evidence-based practice to teach receptive language to autistic children.
摘要：
■这项研究是在临床环境中进行的，目的是复制以前使用的用于教授接受词汇的程序。研究人员增加了词汇的数量，并保持了匹配样本(MtS)的使用，提示,和加固程序。研究人员还从护理人员的角度对干预的有效性感兴趣。
■使用并发多基线设计，两名接受性语言障碍的自闭症学龄前儿童被教导识别30个常见对象。MtS,提示,和强化程序是个性化的，以支持每个孩子。在预定数量的干预会话(即,三个或四个临床会话)之后,完成维护检查和泛化探针。在最终的维护检查之后，父母完成了社会有效性问卷。
■两个参与者的接受对象识别都有了显着改善。尽管只接触了三到四次词汇目标，他们将词汇目标概括为不相同的图片，并在维护检查时维护单词。当研究人员个性化提示和强化时，参与者最成功。
■MtS，提示,和加固是改善物体识别的有效程序，即使是有限的干预会议。为了支持不同的学习者配置文件，修改提示和加固程序是必要的。两位参与者的护理人员报告说，在沟通等领域取得了积极进展，注意,和行为。
■这项重复研究为MtS提供了支持，提示,和强化作为在临床环境中向自闭症学龄前儿童教授接受词汇的手段。使用的材料简单且具有成本效益。总的来说,这项研究概述并支持一种灵活有效的循证实践,向自闭症儿童教授接受性语言.
■使用并发多基线设计，两名接受性语言障碍的自闭症学龄前儿童被教导识别30个常见对象。MtS,提示,和强化程序是个性化的，以支持每个孩子。在预定数量的干预会话(即,三个或四个临床会话)之后,完成维护检查和泛化探针。在最终的维护检查之后，父母完成了社会有效性问卷。
■两个参与者的接受对象识别都有了显着改善。尽管只接触了三到四次词汇目标，他们将词汇目标概括为不相同的图片，并在维护检查时维护单词。当研究人员个性化提示和强化时，参与者最成功。
■MtS，提示,和加固是改善物体识别的有效程序，即使是有限的干预会议。为了支持不同的学习者配置文件，修改提示和加固程序是必要的。两位参与者的护理人员报告说，在沟通等领域取得了积极进展，注意,和行为。
■这项重复研究为MtS提供了支持，提示,和强化作为在临床环境中向自闭症学龄前儿童教授接受词汇的手段。使用的材料简单且具有成本效益。总的来说,这项研究概述并支持一种灵活有效的循证实践,向自闭症儿童教授接受性语言.
