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

Emergence of Auditory-Visual Relations via Equivalence Class Formation in Children Diagnosed with Autism

Full text
Author(s):
Monteiro, Patricia C. M. [1] ; Barros, Romariz S. [1, 2]
Total Authors: 2
Affiliation:
[1] Fed Univ Para, Natl Inst Sci & Technol Behav Cognit & Teaching, Belem, Para - Brazil
[2] Rd Arthur Bernardes, 1650 Q6 L15, BR-66825000 Belem, Para - Brazil
Total Affiliations: 2
Document type: Journal article
Source: PSYCHOLOGICAL RECORD; v. 66, n. 4, p. 563-571, DEC 2016.
Web of Science Citations: 1
Abstract

The acquisition of auditory-visual discriminations can be difficult for children diagnosed with autism. Training with class-specific consequences may be one way to facilitate acquisition of such discriminations in this population, compared to the standard all-visual procedure. The purpose of this study was to evaluate the emergence of visual-visual and auditory-visual relations in children diagnosed with autism using class-specific consequences in a simpler training protocol that was based on identity matching. Four children participated in the study. The procedure comprised the following phases: 1) identity matching training (AA and BB), 2) tests for AB and BA emergent conditional discriminations, 3) training of non-emergent AB and BA relations (if necessary), 4) test for emergent SA auditory-visual discrimination, 5) auditory-visual discrimination training (if necessary), and 6) test for emergent SB auditory-visual discrimination. Two of the four participants showed emergence of equivalence relations involving visual (AB and BA) and auditory-visual (SA and SB) stimuli. These results document the inclusion of auditory stimuli (spoken words) in equivalence classes when presented as class-specific consequences in training. The data encourage further investigation of procedures for establishing auditory-visual discriminations via equivalence class formation with class-specific consequences in children diagnosed with autism. Two other participants did not reach the learning criterion for arbitrary conditional discrimination training. One possibility is that these difficulties are due to a lack of a prerequisite repertoire. Such data confirm findings of other studies and illustrate the difficulty associated with establishing these types of discriminations in low-functioning children diagnosed with autism. (AU)

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