期刊名称：Journal of Early and Intensive Behavior Intervention
印刷版ISSN：1554-4893
出版年度：2007
卷号：4
期号：02
页码：412-429
出版社：Joseph D. Cautilli
摘要：We tested the effects of teaching an auditory match to sample repertoire on the emergence of the listener half of the verbal developmental cusp of Naming for 2-preschool students with language-based disabilities. The study was conducted in a special education CABAS® preschool. Neither of the students had selection or discrimination responses, the listener component of Naming, following mastery of match to sample programs for two-dimensional visual stimuli while hearing the tact as they matched. We taught the students to match same sounds and same words using BIGMac® buttons, and then tested the effects of mastery of these skills on the emergence of the listener component of Naming. A time-lagged multipleprobe design across students was employed to determine if there was a functional relation between the acquisition of auditory matching and the emergence of the listener component of naming. The resultsshowed that for these two students, the acquisition of an auditory matching repertoire was functionally related to the emergence of the listener component of Naming. We also report data on the participants’echoic responses to stimuli as well as emergent tact responses (the speaker component of Naming).
