Emergence of expresive and receptive relations in the training of numbers and letters in children diagnosed with Autism

Asunción Puche Echegaray, Andrés García-García, Jesús Gómez Bujedo, María Teresa Gutiérrez Domínguez


Conditional discrimination training is considered as one of the most effective learning processes to teach children diagnosed with autism in labelling, i.e., object, attribute and concept designation. This discriminative learning can take place in two symmetric modalities: receptive and expressive. In the receptive modality an auditory-visual discrimination is required; in the expressive modality the child has to do a visual-auditory discrimination. The present work shows the results of two single-case experimental studies with a double objective: in one hand, to evaluate the relative acquisition rate from one modality another (receptive vs. expressive). In the other hand, to test the possible emergence of the symmetric relationship when just one is trained. Data are discussed in terms of the theory of symmetric responding and also integrated in the clinical practice, given its potential of learning facilitation.


Conditional discrimination; symmetry; expressive – receptive; autism; children

DOI: https://doi.org/10.5944/ap.1.3.556


  • There are currently no refbacks.

Copyright (c) 2015 Facultad de Psicología. Servicio de Psicología Aplicada.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Attribution-NonCommercial  (CC BY-NC)This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms.


Accion Psicologica

Applied Psychology Service (SPA), Faculty of Psychology (UNED).

C/ Juan del Rosal nº 10 28040 Madrid.

email: accionpsicologica@psi.uned.es

eISSN: 2255-1271