Using class-specific compound consequences to teach dictated and printed letter relations to a child with autism

Author(s)

Varella, Andre A. B. ^[1] ; de Souza, Deisy G. ^[1]

Affiliation

^[1] Univ Fed Sao Carlos, Brazil Inst Nacl Ciencia & Technol Comportamento, BR-13565905 Sao Carlos, SP - Brazil

• Document type: Journal article
• Source: JOURNAL OF APPLIED BEHAVIOR ANALYSIS; v. 48, n. 3, p. 675-679, SEP 2015.
• Web of Science Citations: 2

Abstract

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. (AU)

• FAPESP's process: 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching
• Grantee: Deisy das Graças de Souza
• Support Opportunities: Research Projects - Thematic Grants
• FAPESP's process: 13/06734-6 - Effects of establishing conceptual repertoires of bigger-than and smaller-than on the emergence of ordinal relations in individuals with autism
• Grantee: André Augusto Borges Varella
• Support Opportunities: Scholarships in Brazil - Post-Doctoral