BEHAVIORAL AND SENSORY EVALUATION OF AUDITORY DISCRIMINATION IN AUTISM

有限的和有缺陷的听觉学习技能被广泛报道在智力残疾儿童中， 尤其是那些患有自闭症的孩子。这些问题对广泛的 一系列的学习机会，包括沟通，社交技能培训和学术指导， 机会，往往是干预计划的主要重点，如那些基于 应用行为分析（阿坝）。我们小组过去的研究集中在 开发有效的听觉辨别学习程序来解决这个问题。虽然 这些程序往往是成功的，但并非普遍如此。这可能是部分原因， 来自语言、言语感知和心理生理学研究的证据表明， 自闭症患者可能特别容易出现语言缺陷，

Limited and defective auditory learning skills are widely reported in children with intellectual disabilities, and in particular in with children who also have autism. These problems impose limitations on a wide range of learning opportunities, including communication, social skills training, and academic instruction, opportunities that are so often the primary focus of intervention programs, such as those based on principles of applied behavior analysis (ABA). Past research from our group has focused on the development of effective auditory discrimination learning procedures to address the problem. Though often successful, these procedures are not universally so. This may be accounted for, in part, by converging evidence from language, speech perception and psychophysiological research suggesting that individuals with autism may be particularly prone to deficits in verbal