International Journal of Psychology and Psychological Therapy

Volume 17 Num. 2 - June 2017


Using Arbitrary Stimuli to Teach Say-Do Correspondence to Children with Autism

Volume 17 Num. 2 - June 2017 - Pages 149-160


Katie DiCola , Michael Clayton


Studies of say-do correspondence, which is typically defined as an individual doing what he/she said they would do and accurately reporting what they did, have focused on training methods for efficient acquisition. Prior research has suggested that using arbitrary stimuli during say-do training may help to facilitate the acquisition process. The current study extended upon previous research by using match-to-sample (MTS) training to create stimulus classes using arbitrarily assigned shapes. These stimuli were then used in correspondence training, along with corrective feedback, modeling, and multiple exemplars to teach correspondence and non-correspondence to children diagnosed with autism. The data from five participants was mixed and suggests that more research on training verbal correspondence and more intensive training for children with autism may be needed.

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