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. 2009 Fall;42(3):703-9.
doi: 10.1901/jaba.2009.42-703.

Establishing derived textual control in activity schedules with children with autism

Caio F Miguel  1 , Heejean G Yang, Heather E Finn, William H Ahearn
Affiliations

Establishing derived textual control in activity schedules with children with autism

Caio F Miguel et al. J Appl Behav Anal. 2009 Fall.

Abstract

Activity schedules are often used to facilitate task engagement and transition for children with autism. This study evaluated whether conditional discrimination training would serve to transfer the control from activity-schedule pictures to printed words (i.e., derived textual control). Two preschoolers with autism were taught to select pictures and printed words given their dictated names. Following training, participants could respond to printed words by completing the depicted task, match printed words to pictures, and read printed words without explicit training (i.e., emergent relations).

Keywords: activity schedules; autism; conditional discrimination; derived stimulus relations; stimulus equivalence.

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Figures

Figure 1
Figure 1
Percentage of correct responses during baseline and posttraining textual activity probes (i.e., correspondence between order of printed activity and engagement in activity).
Figure 2
Figure 2
Percentage of correct responses during emergent relations tests for Stimulus Sets 1 and 2. Emergent relations consisted of CB (selecting the picture in the presence of the printed word), BC (selecting the printed word in the presence of the picture), and CD (reading the printed word).
See this image and copyright information in PMC

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