Teaching children with autism to explain how: A case for problem solving?
J Appl Behav Anal
; 51(2): 236-254, 2018 04.
Article
en En
| MEDLINE
| ID: mdl-29512155
ABSTRACT
Few studies have applied Skinner's (1953) conceptualization of problem solving to teach socially significant behaviors to individuals with developmental disabilities. The current study used a multiple probe design across behavior (sets) to evaluate the effects of problem-solving strategy training (PSST) on the target behavior of explaining how to complete familiar activities. During baseline, none of the three participants with autism spectrum disorder (ASD) could respond to the problems presented to them (i.e., explain how to do the activities). Tact training of the actions in each activity alone was ineffective; however, all participants demonstrated independent explaining-how following PSST. Further, following PSST with Set 1, tact training alone was sufficient for at least one scenario in sets 2 and 3 for all 3 participants. Results have implications for generative responding for individuals with ASD and further the discussion regarding the role of problem solving in complex verbal behavior.
Palabras clave
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Solución de Problemas
/
Enseñanza
/
Conducta Verbal
/
Trastorno del Espectro Autista
Tipo de estudio:
Qualitative_research
Límite:
Child
/
Child, preschool
/
Humans
/
Male
Idioma:
En
Revista:
J Appl Behav Anal
Año:
2018
Tipo del documento:
Article