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ERIC Number: EJ1166841
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8855
Training Class Inclusion Responding in Typically Developing Children and Individuals with Autism
Ming, Siri; Mulhern, Teresa; Stewart, Ian; Moran, Laura; Bynum, Kellie
Journal of Applied Behavior Analysis, v51 n1 p53-60 Win 2018
In a "class inclusion" task, a child must respond to stimuli as being involved in two different though hierarchically related categories. This study used a Relational Frame Theory (RFT) paradigm to assess and train this ability in three typically developing preschoolers and three individuals with autism spectrum disorder, all of whom had failed class inclusion tests. For all subjects, relational training successfully established the target repertoire and subsequent testing demonstrated both maintenance and generalization. Limitations and future research directions are discussed.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A