Abstraction of tactile properties by individuals with autism and Down syndrome using a picture‐based communication system

Abstract

The present study evaluated the efficacy of a set of procedures for bringing tact extensions of abstract tactile properties under stimulus control. Two participants with disabilities who communicated via a picture-based communication system received reinforcement for tacts of tactile properties of four wet/dry and four hard/soft stimuli. Test trials were conducted to evaluate the extent to which the participants' correct responding generalized to novel stimuli with the same tactile properties. The results suggest that the procedures were effective in bringing tact extensions of abstract tactile properties under stimulus control. Both participants' correct responding generalized to a set of novel stimuli. Mastery level responding to training and test targets maintained for 2 weeks following training. The results provide further evidence supporting the use of DTT to teach stimulus abstraction to nonvocal verbal individuals who use augmentative forms of communication.

Teaching children with autism to tact private events based on public accompaniments

“…The results are consistent with Belisle et al (2018) who used MET to teach individuals with ASD and Down syndrome to tact abstract tactile stimuli: wet, dry, hard, and soft. The current study similarly incorporated MET; two different objects produced each sensation during training, and two novel objects produced each sensation during novel‐object generalization probes.…”

“…The target body parts, sensations, and stimulating objects are shown in Table 1 and were counterbalanced across participants. The target arrangement involved MET, as suggested by previous recommendations and research (Belisle et al, 2018; Sprague & Horner, 1984; Stokes & Baer, 1977).…”

“…Belisle et al (2018) taught two minimally vocal adolescents with ASD and Down syndrome to tact tactile sensations using the Picture Exchange Communication System (PECS; Bondy & Frost, 1994). The participants contacted the tactile stimuli by reaching their hands through a slit in a fabric‐covered box, again preventing responding from coming under control of visual stimuli.…”

“…One way to promote generalization to novel stimuli is to incorporate MET (Sprague & Horner, 1984; Stokes & Baer, 1977) into private event tact training. Belisle et al (2018) demonstrated that two exemplars of a tactile sensation may be sufficient to produce stimulus generalization. Future studies should seek to replicate this finding and to extend tactile sensation tact training to additional body parts beyond the hands, since sensations may be perceived differently on different parts of the body (Ackerley et al, 2014).…”

Improving pretend play for children with autism through experiencing the stimulus properties of real objects

“…Both studies may have produced weak stimulus control because (a) each stimulus property was paired with a single object rather than with multiple objects, and (b) nonvisual properties, such as soft, cannot be acquired without relevant sensory experiences. Belisle et al (2019) used the tactile sensory modality (i.e., touching and feeling an item hidden in a box) to effectively teach the stimulus properties of wet/dry and soft/hard to individuals with ASD and developmental delays. The results demonstrated that using relevant sensory experiences is an effective tool for establishing stimulus control of stimulus properties.…”