I tested the effects of inducing the preverbal foundational developmental cusp for the capacity for sameness on the rate of learning for curriculum goals with 6 preschool aged children diagnosed on the autism spectrum. Prior to and following the implementation of the sensory matching procedure, participants were presented with learn unit instruction across visual match-to-sample and pointing as a listener response and pre and post intervention probes were conducted to test for the emergence of preverbal foundational developmental capabilities and cusps including generalized body movement and object use imitations. The participants were matched based on the number of learn-units-to-criterion and the number of learn unit presentations required to achieve objectives across learn unit instruction during baseline. In the intervention, participants were taught to match-to-sample across all 5 senses with training sets until they emitted the capacity for sameness with novel stimuli; thus demonstrating abstraction was present. The data showed that the rate of learning of curriculum goals accelerated and the developmental capabilities and cusps for generalized body movement and object usage imitations emerged for all 6 participants.
|School Location:||United States -- New York|
|Source:||DAI-B 71/11, Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Special education|
|Keywords:||Abstraction, Autism, Capacity for sameness, Learn units, Object imitations, Preschool children, Verbal behavior|
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