Abstract
The current study assessed the use of standard conditional discrimination (i.e., listener) and textual/tact (i.e., speaker) training in the establishment of equivalence classes containing dictated names, tacts/textual responses, pictures and printed words. Four children (ages 5 to 7 years) diagnosed with autism were taught to select pictures and printed words in the presence of their dictated names, and to emit the tact or textual response corresponding to a presented picture or printed word. Both speaker and listener training resulted in the formation of stimulus classes for 3 of 4 participants.
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Sprinkle, E.C., Miguel, C.F. The Effects of Listener and Speaker Training on Emergent Relations in Children With Autism. Analysis Verbal Behav 28, 111–117 (2012). https://doi.org/10.1007/BF03393111
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DOI: https://doi.org/10.1007/BF03393111