Establishment of naming in children with autism
Presentør
Heidi Skorge Olaff | ||
Espen Borgå Johansen | Høgskolen i Oslo og Akershus | |
Hanne Nordvik Ona | ||
Per Holth | Høgskolen i Oslo og Akershus |
Abstract
Naming is a higher-order verbal operant and is considered as a developmental behavioral cusp. Naming consists of the verbal operants pure tacts and impure tacts in addition to listener responses (like pointing to items when asked to), and is established when a child is able to emit both speaker and listener skills as a bidirectional relation. Naming is established when a novel word – object relation is emerged followed by occasions in which a child hears a novel tact been verbalized by an adult when the child attends to the stimulus that is tacted. Naming has also been shown to be involved in emergent categorizations. A body of research has shown that Multiple Exemplar Instruction is a significant variable that establish naming skills. The presentation will describe a study, which established naming through multiple exemplar instruction in three preschoolers with autism.