ERIC Number: EJ1073389
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: N/A
Using Class-Specific Compound Consequences to Teach Dictated and Printed Letter Relations to a Child with Autism
Varella, André A. B.; de Souza, Deisy G.
Journal of Applied Behavior Analysis, v48 n3 p675-679 Sep 2015
The effects of class-specific compound consequences embedded in an identity-matching task to establish arbitrary emergent relations were evaluated. A 3-year-old child with autism was taught identity relations between lowercase letters (Set 1) and uppercase letters (Set 2). A compound stimulus that consisted of an auditory component (dictated letter name) and a visual component (an uppercase letter for Set 1 or lowercase letter for Set 2) followed correct responses. All targeted arbitrary relations emerged (uppercase-lowercase, lowercase-uppercase, dictated name/uppercase, and dictated name/lowercase), suggesting that this procedure may be useful for teaching.
Descriptors: Autism, Teaching Methods, Task Analysis, Alphabets, Auditory Stimuli, Verbal Communication, Beginning Reading, Preschool Children
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A