Intervention for tact as reporting in children with autism

Nozomi Naoi, Kumiko Yokoyama, Jun ichi Yamamoto

研究成果: Article査読

10 被引用数 (Scopus)

抄録

Many children with autism have severe difficulty in 'reporting' on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers.

本文言語English
ページ(範囲)174-184
ページ数11
ジャーナルResearch in Autism Spectrum Disorders
1
2
DOI
出版ステータスPublished - 2007 4

ASJC Scopus subject areas

  • 発達心理学および教育心理学
  • 臨床心理学
  • 精神医学および精神衛生

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