Situational generalization of skills for response to interrogative questions taught to children with intellectual disabilities and autism spectrum disorder

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  • 知的障害を伴う自閉スペクトラム症児に対する疑問詞質問への応答スキルの指導が場面般化に及ぼす効果
  • チテキ ショウガイ オ トモナウ ジヘイスペクトラムショウジ ニ タイスル ギモンシ シツモン エ ノ オウトウ スキル ノ シドウ ガ バメンパンカ ニ オヨボス コウカ

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<p>We examined the generalization of skills for responding to interrogative questions in two children with intellectual disabilities and autism spectrum disorder (ASD) who could partially respond to such queries using the procedure developed by Matsushita and Shimura (2018). Then, we evaluated the generalization of these responses. Initially, we observed the children’s reactions to interrogative questions in a play setting. In the subsequent instruction, we employed “matrix training,” which involved combining three elements: “person,” “place,” and “object,” and provided verbal feedback when the participants gave incorrect responses. We followed this with “verbal feedback training” by prompting the children to imitate the correct responses. The results indicated that this procedure facilitated appropriate responses to interrogative questions starting with “who,” “where,” and “what,” Moreover, the reactions generalized even to untrained stimuli. However, the question-response appropriateness varied depending on the play context and the type of interrogative used during play and daily life situations. Based on these findings, we. have discussed the factors influencing generalization.</p>

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