Selection of Communication Modes in a Mute Autistic Child : A Training Programme for the Functional Use of Signing, Writing, and Vocal Labelling

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  • 自閉症児におけるコミュニケーション・モードの選択に及ぼす要因の分析 : サイン・書字・音声の機能的使用のための訓練プログラム
  • ジヘイショウジ ニ オケル コミュニケーション モード ノ センタク ニ オヨ

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Abstract

A stimulus equivalence paradigm was used to establish matching-to-sample relationships between pictures, signs and words in ten language repertoires. A mute autistic child was trained to make nonvocal demands, such as signing and writing, using writing implements under conditions of behavioural chaining. Following this intervention, the aim of the study was to analyze whether the stimulus for the writing response was controlled by the availability of writing implements. Matched and unmatched trails were conducted under test conditions in which writing implements were not directly available to the subject. While it was found that writing response was observed when the subject had direct access to writing instruments, this response was not observed under test conditions. That is, the subject's possession of writing implements appeared to be a prerequisite for a writing response to occur. Following training to ask for writing implements under non-instrument availability conditions, the subject was found to be able to request an item through the medium of writing. In addition, uninstructed signs and spoken labels were observed as expanded modes in unmatched trials without direct training in asking for writing implements. Results suggest that responses under behavioural chaining conditions are not stereotyped, but function as a response class for asking. In addition, two variables were identified as controlling the subject's choice of communication mode.

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