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(Reference retrieved automatically from Web of Science through information on FAPESP grant and its corresponding number as mentioned in the publication by the authors.)

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

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Varella, Andre A. B. [1] ; de Souza, Deisy G. [1]
Total Authors: 2
[1] Univ Fed Sao Carlos, Brazil Inst Nacl Ciencia & Technol Comportamento, BR-13565905 Sao Carlos, SP - Brazil
Total Affiliations: 1
Document type: Journal article
Source: JOURNAL OF APPLIED BEHAVIOR ANALYSIS; v. 48, n. 3, p. 675-679, SEP 2015.
Web of Science Citations: 2

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: 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 type: Scholarships in Brazil - Post-Doctorate
FAPESP's process: 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching
Grantee:Deisy das Graças de Souza
Support type: Research Projects - Thematic Grants