Why Children With Autism Often Fail to Acquire a Functional自闭症儿童常不能获得一个功能性的.pptVIP

Implication for Intraverbal Intervention Programs Use the acquisition of intraverbal behavior of typically developing children as a guide for an intraverbal curriculum Assess a target child’s existing intraverbal repertoire using a tool like the VB-MAPP intraverbal subtest Look for a reasonable balance across the scores of the VB-MAPP (and is the child ready for intraverbal training?) Assess the corresponding mand, tact, and listener repertoires and be assured they are present prior to intraverbal training (e.g., “big” and “little” as tacts and listener discriminations) Carefully sequence the intraverbal tasks (e.g., the VB-MAPP intraverbal task analysis) Respect the complexity of verbal conditional discriminations (VCDs) Implication for Intraverbal Intervention Programs Establish the individual words as intraverbals prior to combining them in a VCDs task (e.g., “grows” “head” “garden” “outside”) Don’t move from the nonverbal context (multiple control) too quickly Always analyze errors and the sources of control. Back down the curriculum sequence if necessary Be aware that a (rote) correct answer to a question may occur when the VCDs element is removed (e.g., all “What color” questions, or all “What shape” questions, or all “Where” questions). Mixed and rotated VB trials can solve that problem Typically developing 3-year-olds emit 100s of intraverbal responses a day, thus there needs to be many trials for language delayed children Applications of Multiple Control: Take-Away Points 1) Human behavior is rarely under a single source of control, especially in the natural environment 2) The practice of “discrete trial training” may focus too much on establishing single sources of control 3) Multiple control is a valuable teaching tool for establishing early verbal behavior a) additional sources of control are often additive or even algebraic b) a strong source of control can be used to transfer control to a weaker, but essential, source