Abstract
The current study compared the use of two- and three-dimensional stimuli in a multiple exemplar instruction procedure to install naming (integration of speaker and listener repertoires) in four autistic children. Phase 1 evaluated the baseline of naming. Phase 2 trained identity conditional discrimination with the experimenter tacting the sample stimuli, auditory-visual conditional discrimination and tact with new stimuli. After reaching criterion in Phase 2, Phase 1 was replicated to verify the emergence of naming (Phase 3). Having observed naming in Phase 3, Phase 1 was replicated with new stimuli (Phase 4). Two participants showed acquisition of naming. The effectiveness of the multiple exemplar instruction procedure, the role of stimuli modality and the interaction between speaker and listener repertoires are discussed.
Keywords:
naming; multiple exemplar instruction; two- and three-dimensional stimuli; autism
