Conditions for Establishing Functional and Generalized Tacts in Children with Autism

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  • 自閉症児における報告言語行動(タクト)の機能化と般化に及ぼす条件
  • ジヘイショウジ ニ オケル ホウコク ゲンゴ コウドウ タクト ノ キノウカ

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The present study examined conditions for establishing functional and generalized tacts in two children with autism. Still and motion pictures and real motions were used as sample stimuli. The children were required to walk to a sample stimulus, observe it, walk back and tact it verbally to a listener, using an appropriate "Subject, Particle,Object, Verb"("〜ga〜wo〜site'iru")sentence. In Experiment I, appropriate verbal behavior was established, and generalization between the other's motion and self motion emerged. In Experiment II, a naming response that specified the listener and got the listener's attention was established and incorporated into the tact behavior chain. A spontaneous response of using the names of both well-known and novel listeners was observed. In Experiment III, generalization to an everyday life situation was assessed in the children's classroom. The results indicated that the spontaneous use of others' names and appropriate tact responses occurred when cues that specified the listener were presented. The results were discussed in terms of an integrated language training program for developing declarative language functions, such as tacts.

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