Effects of Using Gestures Paired With Verbal Instructions on Receptive Language Concerning Object Names: Young Child with 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おける物の名称理解に及ぼす動作対提示の効果
  • 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 オケル モノ ノ メイショウ リカイ ニ オヨボス ドウサ タイ テイジ ノ コウカ

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<p>Study objective: To investigate effects of using gestures when teaching receptive language to a young child with autism spectrum disorder (ASD). Design: Multiple baseline design across stimuli. Setting: A playroom at a university. Participant: A 6-year-old non-verbal boy with autism spectrum disorder who could imitate simple gestures. Intervention: In Experiment 1, gestures of 3D objects were paired with verbal instructions corresponding to the objects' names. In Experiment 2, 4 interventions were conducted according to the presence of gestures and picture tapping. Measure: Percentage of correct responses in a matching-to-sample task for receptive language of object names. Results: In Experiment 2, the boy acquired receptive language of 3D object names using gestures. The results of Experiment 2 indicated that the most effective procedure was to have him tap the pictures before the gestures were presented. Conclusion: These results suggest that using gestures, even those that are dissimilar to features of an object, paired with verbal instructions may be effective for teaching receptive language of object names to young children with autism spectrum disorder.</p>

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