Generalization of the say-do correspondence in a child with Autism Spectrum Disorder

Say-do correspondence refers to the equivalence between what a person says he/she is going to do and what he/she then does. The teaching of this ability has been reported in many studies with diverse populations for several decades for the establishment of numerous adaptive behaviors. This study aim...

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Autores principales: Montoya-Rodríguez, María del Mar, Molina Cobos, Francisco Javier, Ramón Cortés, Ana Isabel
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba 2024
Materias:
say-do correspondence
Autism
stimulus classes
generalization
correspondencia decir-hacer
autismo
clases de estímulos
generalización
Acceso en línea:https://revistas.unc.edu.ar/index.php/racc/article/view/41159
Aporte de:
Revista Argentina de Ciencias del Comportamiento de Universidad Nacional de Córdoba
id I10-R363-article-41159
record_format ojs
spelling I10-R363-article-411592024-09-04T19:04:30Z Generalization of the say-do correspondence in a child with Autism Spectrum Disorder Generalization of the say-do correspondence in a child with autism spectrum disorder Montoya-Rodríguez, María del Mar Molina Cobos, Francisco Javier Ramón Cortés, Ana Isabel Montoya-Rodríguez, María del Mar say-do correspondence Autism stimulus classes generalization correspondencia decir-hacer autismo clases de estímulos generalización Say-do correspondence refers to the equivalence between what a person says he/she is going to do and what he/she then does. The teaching of this ability has been reported in many studies with diverse populations for several decades for the establishment of numerous adaptive behaviors. This study aimed to improve previous studies´ results sampling children with autism spectrum disorder. Training was designed which was based on the use of prompts to prevent errors and differential reinforcement, among other elements. In addition, the evaluation of the correspondence generalization was made on a pre-established stimuli class. The results showed that the participant managed to establish the say-do correspondence and non-correspondence as well as the generalization of this relation to untrained stimuli. Results should be considered for what it means when designing training procedures and generalization of the say-do correspondence with children with limitations in their repertoire. La correspondencia decir-hacer hace referencia a la equivalencia entre lo que una persona dice que va a hacer y lo que luego hace. Esta habilidad ha sido enseñada en diversas poblaciones durante décadas para establecer conductas adaptativas. Este estudio buscó mejorar los resultados de estudios anteriores que tomaron muestras de participantes con trastorno del espectro autista. Se diseñó un estudio de caso único con un entrenamiento basado en el uso de indicaciones para prevenir errores y el reforzamiento diferencial, entre otros elementos. Además, se evaluó la generalización de correspondencias sobre clases de estímulos preestablecidas mediante un cuestionario ex profeso. Los resultados mostraron que el participante logró establecer la correspondencia y la no correspondencia decir-hacer, así como la generalización a estímulos no entrenados. Estos hallazgos son significativos para el diseño de procedimientos de entrenamiento y generalización de la correspondencia decir-hacer en personas con trastornos del neurodesarrollo. Universidad Nacional de Córdoba 2024-08-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/racc/article/view/41159 10.32348/1852.4206.v16.n3.41159 Argentinean Journal of Behavioral Sciences; Vol. 16 No. 3 (2024): Revista Argentina de Ciencias del Comportamiento; 77-85 Revista Argentina de Ciencias del Comportamiento; Vol. 16 Núm. 3 (2024): Revista Argentina de Ciencias del Comportamiento; 77-85 1852-4206 10.32348/1852.4206.v16.n3 spa https://revistas.unc.edu.ar/index.php/racc/article/view/41159/46532 Derechos de autor 2024 María del Mar Montoya-Rodríguez, Francisco Javier Molina Cobos, Ana Isabel Ramón Cortés http://creativecommons.org/licenses/by/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-363
container_title_str Revista Argentina de Ciencias del Comportamiento
language Español
format Artículo revista
topic say-do correspondence
Autism
stimulus classes
generalization
correspondencia decir-hacer
autismo
clases de estímulos
generalización
spellingShingle say-do correspondence
Autism
stimulus classes
generalization
correspondencia decir-hacer
autismo
clases de estímulos
generalización
Montoya-Rodríguez, María del Mar
Molina Cobos, Francisco Javier
Ramón Cortés, Ana Isabel
Montoya-Rodríguez, María del Mar
Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
topic_facet say-do correspondence
Autism
stimulus classes
generalization
correspondencia decir-hacer
autismo
clases de estímulos
generalización
author Montoya-Rodríguez, María del Mar
Molina Cobos, Francisco Javier
Ramón Cortés, Ana Isabel
Montoya-Rodríguez, María del Mar
author_facet Montoya-Rodríguez, María del Mar
Molina Cobos, Francisco Javier
Ramón Cortés, Ana Isabel
Montoya-Rodríguez, María del Mar
author_sort Montoya-Rodríguez, María del Mar
title Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
title_short Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
title_full Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
title_fullStr Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
title_full_unstemmed Generalization of the say-do correspondence in a child with Autism Spectrum Disorder
title_sort generalization of the say-do correspondence in a child with autism spectrum disorder
description Say-do correspondence refers to the equivalence between what a person says he/she is going to do and what he/she then does. The teaching of this ability has been reported in many studies with diverse populations for several decades for the establishment of numerous adaptive behaviors. This study aimed to improve previous studies´ results sampling children with autism spectrum disorder. Training was designed which was based on the use of prompts to prevent errors and differential reinforcement, among other elements. In addition, the evaluation of the correspondence generalization was made on a pre-established stimuli class. The results showed that the participant managed to establish the say-do correspondence and non-correspondence as well as the generalization of this relation to untrained stimuli. Results should be considered for what it means when designing training procedures and generalization of the say-do correspondence with children with limitations in their repertoire.
publisher Universidad Nacional de Córdoba
publishDate 2024
url https://revistas.unc.edu.ar/index.php/racc/article/view/41159
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first_indexed 2024-09-03T22:31:38Z
last_indexed 2025-02-05T22:14:59Z
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