A NATURAL-LANGUAGE TEACHING PARADIGM FOR NONVERBAL AUTISTIC-CHILDREN
A NATURAL-LANGUAGE TEACHING PARADIGM FOR NONVERBAL AUTISTIC-CHILDREN
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DOI：
10.1007/bf01495055
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发表时间：
1987-06-01
影响因子：
3.9
通讯作者：
KOEGEL, LK
中科院分区：
文献类型：
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作者：
KOEGEL, RL;ODELL, MC;KOEGEL, LK
本研究的目的是试图通过运用传统的教学方法，将自然语言互动和动机技巧结合起来，提高非语言自闭症儿童的言语语言习得能力。在多重基线设计中，治疗是在基线条件下进行的，试验以传统的模拟临床形式连续进行，治疗师为正确的反应提供指示、提示和强化物。然后，在自然语言教学条件下对这些变量进行操作，使(a)刺激项目具有功能性和多样性，(b)使用自然强化物，(c)交际尝试也得到加强，以及(d)在自然交换中进行试验。治疗和综合数据表明，对这些变量的操纵导致了广泛的综合治疗收益。讨论了语言干预的意义。
The purpose of this study was to attempt to improve verbal language acquisition for nonverbal autistic children by manipulating traditional teaching techniques so they incorporated parameters of natural language interactions and motivational techniques. Within a multiple baseline design, treatment was conducted in a baseline condition with trials presented serially in a traditional analogue clinical format where the therapist presented instructions, prompts, and reinforcers for correct responses. Then, these variables were manipulated in the natural language teaching condition such that (a) stimulus items were functional and varied, (b) natural reinforcers were employed, (c) communicative attempts were also reinforced, and (d) trials were conducted within a natural interchange. Treatment and generalization data demonstrated that manipulation of these variables resulted in broadly generalized treatment gains. Implications for language intervention are discussed.