Analysis of Factors that Affect Generalization of Mand for Instruction in Child With Autism

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Author(s)

Abstract

The objective of this study was to examine which factors affect the generalization of mand for instruction. A boy with autism (7 years old) participated in this study. First, the participant was taught a mand for instruction in a "labeling photo cards" task. After successful acquisition of the mand, a generalization test was conducted. In this test, the participant was presented with various tasks (e.g., "labeling illustration cards," "classifying cards," "labeling objects," and "matching"). These tasks were divided into four types on the basis of the three-term contingency. Tasks of type A had similar discriminative stimuli and response to the trained task, tasks of type B had similar discriminative stimuli to the trained task but response was dissimilar, and tasks of type C had a similar response to the trained task but discriminative stimuli was dissimilar. Tasks of type D had neither similar discriminative stimulus nor response. The results showed that mand for instruction generalized to tasks of types A and C. Thus, the primary factor for the generalization of mand for instruction is the similarity of the required task response.

Journal

  • Journal of Special Education Research

    Journal of Special Education Research 2(1), 43-51, 2013

    THE JAPANESE ASSOCIATION OF SPECIAL EDUCATION

Codes

  • NII Article ID (NAID)
    130004673119
  • Text Lang
    ENG
  • ISSN
    2187-5014
  • NDL Article ID
    024811831
  • NDL Call No.
    Z76-A806
  • Data Source
    NDL  J-STAGE 
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