BEHAVIORAL AND SENSORY EVALUATION OF AUDITORY DISCRIMINATION IN AUTISM

据广泛报道，智力残疾儿童的听觉学习技能有限和有缺陷， 尤其是在同样患有自闭症的儿童中。这些问题限制了广泛的 一系列学习机会，包括交流、社交技能培训和学术指导， 通常是干预计划的主要焦点的机会，例如基于 应用行为分析原理(ABA)。我们小组过去的研究主要集中在 开发有效的听觉辨别学习程序来解决这一问题。尽管 这些程序往往是成功的，但并不是普遍如此。这在一定程度上可以解释为 来自语言、言语感知和心理生理学研究的综合证据表明 自闭症患者可能特别容易出现言语障碍

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