Stimulus pairing training in children with autism spectrum disorder

Takahashi, Kosuke; Yamamoto, Junichi; Noro, Fumiyuki

doi:10.1016/j.rasd.2010.06.021

Cited by 20 publications

(15 citation statements)

References 16 publications

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“…Results of this study also partially support prior research on SP to establish emergent verbal behavior (Rosales et al 2012;Takahashi et al 2011). In the current study, the SP condition was most successful with one participant, Aaron.…”

Section: Discussionsupporting

confidence: 81%

“…Results indicated that some tact and listener relations emerged following SP; however, not all relations emerged reliably. Most recently, Takahashi, Yamamoto, and Noro (2011) replicated this procedure to teach two boys with autism relations among names (printed words), faces, and Kanji symbols. Two visual stimuli (faces and printed words) were paired in succession on a computer screen for one participant, while an auditory and visual stimulus (Kanji symbol plus corresponding auditory stimulus) were presented to a second participant.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

Vallinger-Brown

Rosales

2014

Analysis Verbal Behav

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We examined two methods to facilitate the emergence of untaught intraverbal responses to children with autism. Listener behavior training (LT) involved reinforcement of a selection-based response following presentation of an array of pictures on an iPad® and an auditory instruction describing a characteristic of the picture. Stimulus pairing (SP) involved presentation of one picture in isolation on the iPad® and an auditory instruction describing a characteristic of the picture. Participants were not required to emit an overt vocal response during SP. Results indicate both procedures were effective at producing some untaught intraverbal responses, but a transfer of stimulus control procedure was required for two of the three participants to meet mastery criterion. Results are discussed in terms of necessary prerequisite skills for each procedure, and the requirement of an overt or echoic response to help facilitate the emergence of intraverbals.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

Vallinger-Brown

Rosales

2014

Analysis Verbal Behav

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“…In a similar vein, the emergence of reading Kanji words as well as matching printed words to pictures and pictures to printed words after being exposed to the Kanji symbols paired with their sounds have been observed in children with autism and with an attention deficit and hyperactivity disorder diagnostic (Omori and Yamamoto 2013;Takahashi et al 2011). The process observed in these studies is related to the finding that children may learn name-object relations by excluding a known object comparison when a novel name is presented.…”

mentioning

confidence: 67%

Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing

Carnerero

Pérez-González

2015

Psychol Rec

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We analyzed the emergence of intraverbals, tacts, and selection in response to names spoken by the experimenter as a result of observing auditory stimulus pairing in 12 typical developing adults randomly assigned to two experimental and one control condition. In Part 1, four sounds of musical instruments were paired with their respective names spoken by the experimenter; in Part 2, the sounds were paired with their native country names spoken by the experimenter. Participants in Condition 1 received the pairing sequence of Parts 1 and 2; participants in Condition 2 received the pairing sequence of Parts 2 and 1. After pairing, tacts emerged in all participants and selections emerged in most participants. After the completion of the two pairing phases, intraverbals emerged in three participants of Condition 1. The participants of Condition 2 also demonstrated instances of emergence, but fewer than those of Condition 1. Thus, the sequence of the pairing phases influenced the emergence. Moreover, the intraverbals with the country as responses emerged more quickly than the intraverbals with the instrument as responses. The findings have direct implications on the teaching procedures to facilitate these types of emergence.

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“…Finally, it is worth noting that successive-matching-like procedures have also been used in studies of human equivalence-class formation (e.g., Layng & Chase, 2001; Takahashi, Yamamoto, & Noro, 2011; see also Fields, Doran, & Marroquin, 2009). In this literature, the precursor to the Relational Evaluation Procedure (pREP – e.g., Cullinan, Barnes, & Smeets, 1998; Leader & Barnes-Holmes, 2001; Smeets, van Wijngaarden, Barnes-Holmes, & Cullinan, 2004) represents the closest approximation to successive matching procedures used with pigeons.…”

Section: Discussionmentioning

confidence: 99%

Transitive and anti-transitive emergent relations in pigeons: Support for a theory of stimulus-class formation

Urcuioli

Swisher

2015

Behavioural Processes

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Stimulus class formation is inferred when conditional discrimination training yields new (emergent) conditional relations between the training stimuli. The present experiments demonstrated two such relations in pigeons after successive matching-to-sample training. Experiment 1 showed that transitivity (AC matching) emerged after training on AB and BC arbitrary matching plus BB identity matching: Pigeons responded relatively more to the comparisons on AC test trials in which both the A samples and C comparisons were elements of reinforced arbitrary baseline relations involving the same nominal B stimulus. Experiment 2 showed the opposite effect (“anti-transitivity”) after training on the same arbitrary relations but with BB oddity instead: Pigeons responded relatively more to the comparisons on AC test trials in which the A sample was an element of a reinforced baseline relation and the C comparison was an element of a non-reinforced baseline relation, or vice versa. Experiment 2 also showed that AB and BC training alone generally does not yield an emergent effect. These findings extend the range of emergent phenomena observed in non-human animals and are consistent with predictions from Urcuioli's (2008) theory of pigeons’ stimulus class formation.

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Stimulus pairing training in children with autism spectrum disorder

Cited by 20 publications

References 16 publications

An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

An Investigation of Stimulus Pairing and Listener Training to Establish Emergent Intraverbals in Children with Autism

Emergence of Naming Relations and Intraverbals After Auditory Stimulus Pairing

Transitive and anti-transitive emergent relations in pigeons: Support for a theory of stimulus-class formation

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