Shaping Mands in an Autistic Youth Through Writing and Facilitating Their Generalization

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  • SEKIDO Hidenori
    School for the Mentally Retarded Attached to Yokohama National University

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  • 自閉症児における書字を用いた要求言語行動の形成とその般化促進 : 物品、人、および社会的機能の般化を中心に
  • ジヘイショウジ ニ オケル ショジ オ モチイタ ヨウキュウ ゲンゴ コウドウ

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Abstract

The incidental teaching method was applied to a 13-year-old autistic youth with speech disorders, in order to shape demand behavior ("mands") by means of writing. After he acquired this behavior, the subject's homeroom teachers and family were taught the incidental teaching method and asked to use it when the subject demanded articles in everyday life settings. Generalization of the subject's mands in everyday life settings was monitored from their responses on a questionnaire that asked how the subject demanded articles that he wanted. Prerequisites for facilitating generalization were analyzed. The results and discussion were as follows: (1) Training on writing the names of articles in the laboratory setting was not a prerequisite for facilitating generalization of the response of writing demands in everyday life settings. But whenever the subject made an error in writing, it was necessary for the person interacting with him to teach him the correct way to write. (2) An effective way to facilitate generalization and maintenance of writing demands in everyday life settings was to teach the persons the subject interacted with the incidental teaching technique, and ask them to use it when he demanded articles in everyday life settings. (3) Besides demands, verbal behavior that had the functions of "response", "description", and "report" were also exhibited. These results suggest that the mands did not generalize, but rather that after acquiring manding behavior, the subject exchanged the signing mode for the writing mode.

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